4571userguide.pdf - UK Data Service Provider

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1.11.21.31.41.51.61.7

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INTRODUCTION AND BACKGROUND TO THE STUDY

Study objectivesBackground and history of YCSPosition of this study in the YCS seriesChanges since previous studyTemporal referencesReference to the archiveConfidentiality

METHODOLOGY

SamplingData collectionSurvey responseData preparationWeightingDerived variables

APPENDICES

1. Questionnaire and letter for postal pilot2. Postal pilot reminder letter3. Introductory letter and topic guide for telephone pilot4. Questionnaire and covering letter for main survey5. Welsh questionnaire and covering letter for main survey6. Postcard reminder for the main survey7. Reminder letter for the main survey8. Briefing notes for main stage telephone interview9. Data entry verification rules10. Editing manual and amendments11. Code frames and instructions12. Weighting matrix and weighting factors13. Definition of derived variables

@ Copyright.2001Taylor NelsonSofres plc.All righfsreserved. Nocopiesor part copiesof this

documentshallbe madewithoutthe expresspermissionof the ComparrySecretary.

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1 INTRODUCTION AND BACKGROUND TOTHE STUDY

1.1 Study objectives

The Youth Cohort Study (YCS) is a programme of research among young

people aged 16andupwards in England and Wales, designed to monitor their

decisions and behaviour as they make the transition from compulsory education

to fbrther or higher education, ortothe labour market. It tries to identify and

explain the factors that influence post- 16 transitions, for example, educational

attainment, training opportunities, and experiences at school.

This technical report relates to the YCS survey among young people who were

aged 16 or 17 when they completed their questionnaires in the spring of 2000.

The survey was designed to collect wide-ranging information on qualifications

gained and sought, full and part time work, on and off the job training and

careers advice.

1.2 Background and history of YCS

The YCS spans 15 years. The first survey in the series was carried out in 1985

(Cohort 1 Sweep 1) and the most recent (Cohort 9 Sweep 3 and Cohort 10

Sweep 1) were carried out in 2000.

The research is commissioned by the Department for Education and

Employment (DfEE) and the research for Cohort 10 Sweep 1, Cohort 9 Sweep

3, Cohort 9 Sweep 2 and Cohort 8 Sweep 2 has been carried out by RSGB

(Research Surveys of Great Britain). Research on previous cohorts was carried

out by SCPR (now the National Centre for Social Research).

To date, the YCS covers ten cohorts (samples of young people) and over

twenty surveys, with a considerably larger number of reports on a wide range

of topics. The questionnaires have been designed, over the 15 years of the

YCS, to be broadly comparable, but external changes and shifts in policy

interest, have brought about changes - some minor, others fundamental.

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1.3 Position of this study in the YCS series

Table 1 below shows the YCS surveys to date. The separate cohorts are listed

across the page and the ‘sweeps’ (postal contacts with respondents) are shown

against the years in which they took place. The three sweeps are referred to by

the academic age of the respondents at the time, that is 16,17 and 18 (the actual

ages in each case were 16 or 17, 17 or 18 and 18 or 19 respectively). In

summary, there have been ten separate cohorts, the first six made up of three

sweeps. In addition, Cohort 3 respondents were contacted for a fourth time

when they were aged 23 or 24. Cohort 10, the subject of this report, has been

contacted once to date (2000).

Table 1

Cohorts:

Year

1985198619871988198919901991199219931994199519961997199819992000

YCS DESIGN

12345678 910

1617 1618 17 16

18 1718 16

1718 16

17 1618 17

23 18 16

18 16

18 161718 16

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1.4 Changes since previous study

— The questionnaire for Cohort 10 Sweep 1 differed considerably to that of

Cohort 9 Sweep 1. Changes were made to the structure, content and appearance

of the questionnaire.

Changes were made in the form of new questions and modifications to existing

ones, to take account of changes in the worlds of education, work and training,

new research needs, new policy interests and difficulties with the questions

which had been identified during past surveys and pilot work. Some of the

principle changes are listed below:

● Questions about National Record of Achievements were deleted as

they are not used nationally

. A new question asking about manager/ supervisor responsibilities

(Q.32b) and the addition of the code ‘employer’ to Q.32a were

added to enable respondents to be coded to the new Standard

Occupational Classification (SOC2000)

● New questions about the right to paid time off work to study or

train for some qualifications (Q.43a-43b). These questions were

introduced to reflect the introduction of ‘Time off for Study’

initiative

Other questions were introduced to find out more about respondents education/

training activities after leaving compulsory education:

. New questions about other people that respondents rely on for

advice about education, work and other matters (Q.6a/b)

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● A new question about how many hours in total each week

respondents spend in lessons, studying or training (Q.24c)

. A new question about evening classes (Q.49c)

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● New questions about whether respondents felt their training was

helpfhl, and whether it lead to a qualification (Q.5 la-52b)

. A new question about the reasons why respondents are not in

education, training or work, if applicable (Q.55c)

. A substantial number of questions added to the ‘more about you’

section to reflect new policy interests. These were in the areas of

special educational needs, residential/ foster care and parental

involvement/ support in their child’s education.

. The diary question (Q. 10) included two new categories (looking

after home and family’ and ‘On holiday?

1.5 Temporal references

Some questions related to specific points in time. For example, respondents

were asked ‘Did you do any paid work last week, that is, in the last 7 days?’

(Q.52a).

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The first questionnaire mail-out was on 28 February 2000 and the cut-off date

for receiving questionnaires was 26 July 2000. The temporal references in the

questionnaire might, therefore, refer to any date or period from early March to

the end of July. The date on which the questionnaire was scanned at RSGB (a

few days after being received at RSGB), is recorded as part of the datafile. The

date on which the questionnaire was filled in is likely to be around two to three

days prior to this date (all postage was first class). However, it is possible that

some respondents left a time gap between completing their questionnaire

booklet and posting it to RSGB.

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— 1.6 Reference to the archive

All YCS data is lodged with the Economic and Social Research Council

(ESRC) Archive at Essex University. Data on the ESRC Archive is available

to bona fide researchers from the User Senices Officer, Essex University. (At

the time of writing, the User Services Officer is Kathy Sayer, tel.: 01206

872323, email [email protected]. uk).——

1.7 Confidentiality

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Respondents were given an undertaking in the introductory letter that their

responses would be treated in confidence and that the form of the study results

would not allow their responses to be identified as belonging to them. A copy “

of the introductory letter can be found in Appendix 4.

No one outside the research organisation conducting the research has access to

the answers given by respondents. Files carrying names and addresses are kept

separate from survey datafiles. Datafiles passed to the Archive and to other

bona fide researchers authorised by the DfEE have had key identifiers

(typically Local Education Authority and school identifier) ‘scrambled’ to

prevent possible identification of individuals.

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2.1

METHODOLOGY

Sampling

The population being studied consisted of males and females in England and

Wales who had reached minimum school leaving age in the 1998/1999 school

year. To be eligible for inclusion they had to be aged 16 on 31 August 1999

(the reference date). Some would just have reached 16, others would have

reachedit almost a year earlier. On average they would have been 16% on the

reference date. By the time of completing the questionnaire booklet in the

Spring of 2000 they would have been, on average, about 17 years old.

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To select a sample, DfEE and the Welsh Office wrote to all schools excluding

special schools and any institution with less than 20 people, asking them to

provide the names of a 10% sample of eligible pupils. The sample selection

involved taking those born on the 5th, 15thand 25th of the month.

The resulting file of 31,424 names and addresses was trimmed by RSGB by a

systematic random selection process in order to produce a file of 25,000 which

was the sample for Sweep 1.

Sampled respondents were sent an initial pack containing a covering letter,

covering notes, questionnaire and business reply envelope through the post. If

they did not reply within two weeks they were sent a reminder postcard. If they

did not reply two weeks after this they were sent another reminder with a

questionnaire in case they had misplaced the original. If they did not reply after

a further two weeks then they were sent another reminder pack with a

questionnaire. If they still had not replied after this, the contractor attempted to

contact the sampled respondent to conduct the interview by telephone.

13,669 responded to Sweep 1.

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2.2 Data collection

2.2.1 Piloting

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Prior to embarking on Sweep 1, the questionnaire and research method were

tested in a pilot study. The objective was to test the questionnaire among

respondents of the appropriate age group to see whether any modifications

would be required to improve accuracy and response for the main survey.

The pilot was split into two different parts,

● a postalpilotconductedbetween22 December 1999 and 14

January 2000;

● a telephone pilot conducted in parallel with the postal survey to

explore whether the postal questionnaire was suitable to be used at

the telephone interviewing stage of the survey after a third

reminder.

2.2.2 The postal pilot

The postal pilot took place between 22 December 1999 and 14 January 2000.

The aim of the pilot was to test:

. the understanding of the questionnaire;

● the routing within the questionnaire;

. whether there were any questions that caused particular problems

for the respondents;—

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● the amount of time it took the respondents to complete the

questionnaire;

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● whether there was any additional support that the respondents

would have liked;

● the take up of the helpline services. (See Section 2.2.6)

A sample of 40 names and addresses were taken from the database of names

and addresses supplied to The Department for Education and Employment by

all schools in England and Wales (except special schools and those with fewer

than 20 pupils in Year 11). All addresses sampled were ones for which

telephone number information could be found. The sample was taken from a

selection of areas across the country.

Questionnaires, letters, and reply envelopes were sent out on 22 December

1999. Appendix 1 shows examples of the questionnaire and letter for the pilot.

A reminder letter was sent out on 4 January 2000 (see Appendix 2)

By 14 January, 11 questionnaires had been returned to RSGB from the postal

pilot.—

Telephone interviews were conducted by RSGB executives to gain a greater

understanding of the problems that respondents had in filling in the

questionnaire.

Three respondents were interviewed between 17 and 20 January 2000.

2.2.3 The telephone pilot

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At the main stage of the survey, if respondents had not replied to the initial

mail out and three reminders, then a telephone contact and interview was to be

attempted.

The aim of the pilot was to investigate:

● the difficulties that might have occurred with interviewing by

telephone;

. difficulties faced by interviewers;

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. difficulties faced by respondents;

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● whether the pilot self completion questionnaire was suitable for

this purpose.

The aim was to achieve 20 telephone interviews.

Fifty addresses were selected from the database of names and addresses

supplied to The Department for Education and Employment by all schools in

England and Wales (except special schools and those with fewer than 20 pupils

in Year 11). All addresses sampled were ones for which telephone number

information could be found. The sample was taken from a selection of areas

across the country.

Before interviewing, those in the telephone pilot sample were sent a letter

explaining the nature of the survey and a topic guide rather than a questionnaire

so that they were aware of the general areas that the interview was to cover

(See Appendix 3). This was designed to simulate the situation that the people

would be in at the main stage of the survey: the thought being that they would

have received a questionnaire and have looked through it briefly, but would not

have it to hand when the telephone interviewer called.

Interviewing took place between 10 and 13 January 2000.——

Twenty interviews were achieved.

Further details on the pilot can be found in a separate report.

2.2.4 The main stage

The main stage survey consisted of an initial mailing plus three postal

reminders and lastly, a telephone interview. This followed the established YCS

design with the exception of the telephone interview which in previous years

had been a simple telephone reminder.

The mailing dates were as follows (all dates are in 2000):

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Initial mailing 28 February

Postcard mailing 13 March

First questionnaire reminder 27 March

Second questionnaire reminder 10 April

Telephone interviewing start 19 April

Telephone interviewing was completed by 12 June.

The cut off date for inclusion of returned postal questionnaires in the analysis

was 26 July.

The initial mailing consisted of a copy of the questionnaire booklet, a pre paid

reply envelope and an introductory letter. The covering letter was printed with

DfEE logo and signed by the Head of Youth and Further Education Division of

Analytical Services at DfEE. The back of the letter presented fi.wther

information similar to that provided on a leaflet in previous surveys and was

signed by the RSGB Research Director.

Those who did not return their booklet within ten working days were sent a

postcard reminder (Appendix 6). If no booklet had been received after a

further ten working days, another booklet, pre paid envelope, and a second (and

different) letter was sent (Appendix 7). A final postal reminder was sent, again

with a booklet, envelope and a further letter, 10 working days later.

Sample members in Wales were sent a Welsh language version of the

questionnaire and letter (Appendix 5) with the English questionnaire and letter

with all dispatches. The reminder postcard was twice the size of the English

version (A5 size), with the Welsh text on one half of one side, and the English

text on the other half of the same side. These dispatches occurred at the same

time that English packs were dispatched. All mailings, both outward and

return, were sent by first class post.

Telephone interviews, carried out by RSGB’S Telephone Unit, were made to all

who had not responded by the final mailing and for whom telephone numbers

could be located. Records were sent to two telephone number search agencies

to obtain telephone numbers. Two agencies were chosen to give reasonable

chance of identifying all those that can be traced.

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From a total of 17,401 names and addresses, a total of 5,617 telephone numbers

were found (32$ZO)which were passed to RSGB’s Telephone Unit.

The project executive briefed interviewers using briefing notes that can be

found in Appendix 8. The briefing notes were agreed with DfEE prior to

briefing. Interviewing took place between 5 p.m. and 9 p.m. on weekdays, and

all day at weekends and Bank Holidays.

Questionnaires were marked with a code to indicate at what stage they had

been dispatched, as follows:

. 6- initial mailing,

. 8- first questionnaire reminder,

. 9- second questionnaire reminder,

. 0- telephone interview

It was therefore possible to classify productive questionnaires according to

when they were dispatched.

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2.2.5 Telephone helpline

For the first time on the YCS, Cohort 8 Sweep 1 respondents were offered a

freephone telephone helpline to provide answers to queries either about specific

questions or about the survey in general. This service was also provided for

Cohort 10 Sweep 1 respondents. Calls were answered by the project executive

or, in busy periods, by other RSGB Research Executives. An answer machine

service was provided for calls made outside office hours. Records were kept of

the calls taken and a summary of this information is provided in section 2.3.2.

A facility was provided for callers’ queries to be dealt with in Welsh if they

wished to do so. No one requested this service during the period that the

helpline was in operation.

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2.3 Survey response

2.3.1 General Response

The number of completed questionnaires received through the post by 26 July,

the cut offdate forreturns to reincluded in the analysis was 12,171, 49% of

the issued sample. A further 23 late returns were received by 1 November and

were not included in the analysis.

The total received after98 days was 14,234, which included 2063 telephone

interviews. During editing it was discovered that 535 questionnaires were

duplicates, that is, instances where respondents had filled in two questionnaires

(319 cases) or completed a questionnaire and taken part in a telephone

interview (216 cases). In these instances the first questionnaire completed by

the respondent was kept. One respondent was deleted from the analysis,

because they had completed the questionnaire without their parents knowledge.

The parent subsequently requested that the respondents information was not

included in the analysis. This meant that the total base for analysis was 13,699.

Table 3 shows the breakdown of all categories of response. Productive figures

refer to those used in analysis, rather than figures of questionnaires received.

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Table 3RESPONSE

Total sample

ProductiveInitial mailing and postcardFirst questionnaire reminderSecond questionnaire reminderTelephone interviewingTotal productive

UnproductivePostalGone away/ no longer at addressAddress unknownAddress inaccessibleAddress incompleteOther unproductive returnsTotal unproductive returnsTelephone help lineRefusal (respondent)Living elsewhereDeadTelephoneNo contact made with respondentRespondent not available during fieldwork periodRefusedLiving ElsewhereWrong numberDeadQuestionnaire claimed already sent back

Total telephone unproductiveLate returnsNo information

Total

25,000

7,8472,7051,3001,847

13,699

374104215

34537

213233

3732441010432535

2958

3554231

7,240

%

100

311157

55

1****

2

1**

11422*

4

14*

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* Represents a percentage below 0.5 but greater than zero.

There were several reasons for a questionnaire not being completed and these

are set out in Table 3. These can be divided into:

‘ This figure is as of 1 November,14 weeksafter the cut off date for returns.

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. postal invalid - where the person had moved, the address was not

recognised by Royal Mail or was incomplete, instances where the

pack could not be delivered to the address, or where the respondent

had died;

. telephone invalid - where the person had moved, the telephone

number was wrong or not recognised, a parent called the telephone

helpline to say that the respondent was living elsewhere, or where

the respondent had died;

● postal non-response - no reply received and no telephone number

accessible for a follow up call;

. telephone non-contact - where the number appeared to be correct

but the respondent could not be contacted within the fieldwork

period or was not available for interview after six calls had been

made;

● refusals - either by post, via the telephone helpline, or via the

attempted telephone interview

There were 1,532 postal or telephone invalid cases. These are defined as total

unproductive returns; those living elsewhere’ or ‘dead’ from the telephone

helpline’; and those living elsewhere’, ‘wrong number’ or ‘dead’ from the

telephone part of the research. If these are removed from the base (leaving

23,468 valid cases), the response rate achieved by the cut off date among those

(presumably) receiving a questionnaire was 58%.

Of the 23,468 valid cases, 30% did not respond to the postal survey and could

be contacted by telephone. 4% refused to take part in the telephone interview.

Productive interviews are broken out on the table according to the source of the

questionnaire.

. 7,847 returns (57% of the total, 13,699) were the first copy of the

questionnaire,

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. 2705 (20%) were the second copy,.—-

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. 1300 (9Yo) were the third copy,

. 1847 ( 13Yo) were questionnaires completed as a result of a

telephone interview.

Of course, these figures are likely to understate the response due to the stages

following the postcard reminders as in some cases these later contacts will have

prompted respondents to return a questionnaire from an earlier mailing.

The response rate at sweep 1 varied considerably by different demographic

groups/ previous academic attainment. For example 50% of males responded

and 60% of females responded. The highest regional response was South West

with 60% and the lowest regional response was Inner London with 41 Yo.

The response rate of 55% for this survey compares with that of 65% which was

achieved for Cohort 9 Sweep 1 and response rates of 69% or above for earlier

surveys in the series as shown below.

Table 4RESPONSE RATES FOR PREVIOUS FIRST SWEEPS

Cohorts: 1234567 8910

Response (%): 69 74 77 71 72 69 66 65 65 55

A number of hypotheses have been advanced to explain this decline in response

levels over the 15 years of YCS surveys, including the increases in the size and

complexity of the questionnaire and the increased difficulty in achieving high

response levels in survey research generally.

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Response on YCS surveys has been improved on recent surveys by the

introduction of a telephone fieldwork stage, however at Cohort 10 Sweep 1,

telephone numbers were found for 32% of non-responders which is lower than

what is normally the case in YCS surveys (around 50910).

However, the response rate for Cohort 10 Sweep 1 is still significantly lower

than at Cohort 9 Sweep 1. RSGB commissioned a small face to face survey of

non-responders to Cohort 10 Sweep 1 to try and discover the reasons behind

this decline in response rates. The findings of this research can be found in a

separate ‘Non-responders Report’.

Table 5PATTERN OF RESPONSE OVER TIME

Cohort 10 Sweep 1

No. of working daysafter initial despatch

0712172227

404550

60

75

% response

1420252836

505254

56

57

Cohort 9 Sweep 1

No. of working days % responseafter initial despatch

05 810 1915 3120 3525 4430 5035 5540 5846 6150 6256 6472 66

Both sets of figures for Sweep 1 include instances where respondents returned

two or more copies of the questionnaire, and questionnaires that were deleted at

the analysis stage because they were blank. Therefore, the true response rate for

Cohort 10 Sweep 1 after 75 days was 55%, after deleting duplicates and blanks.

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2.3.2 The telephone helpline

A total of 437 calls were made to the telephone helpline, representing 1,9% of

the issued sample. This total was more than the number of calls received

during Cohort 9 Sweep 1.

Table 6 summarises the number and types of calls made on the telephone

helpline during the data collection period.

Table 6USE OF THE TELEPHONE HELPLINE

No. of calls

Total 437

Checks that we had received the questionnaire 67Requests for another questionnaire/ envelope 48Requests to be excluded from the cohort 158Calls to correct their details (names/ address) 18Reports that they had no time to fill in the 55

questionnaireReports that cohort member was no longer at that 23

addressRequests for help to fill in the questionnaire 14Reports that cohort member had died 2Others 52

%

100

151136413

5

3*

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Details of calls made were sent to DfEE on a weekly basis. The aim of this

monitoring was to enable DfEE to spot quickly any problems that arose and

deal with them.

2.4 Data preparation

This section looks at all elements of data preparation, the booking in, scanning

editing and data validation which took place during the survey.

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2.4.1 Booking in

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The questionnaire booklets received were ‘booked in’ on a daily basis. After

envelopes were opened, blank questionnaires and items indicating refusal were

passed directly to the project executive.

The serial numbers on the front of the questionnaire were then logged into the

RSGB survey management system. This information and refusal information

from the Research Executive allowed the level of response and reasons for non

response, where known, to be monitored throughout the data collection period,

and minimizing the chances of people receiving a reminder after already

responding or refusing.

2.4.2 Scanning

After extracting blank questionnaires, data were extracted from the

questionnaires using a scanning process. The scanning system was tested

during the pilot survey prior to it being accepted as a suitable data entry

medium for the main stage of the survey.

The scanning system used a Fujitsu 3090 scanner and Eyes and Hands

software. The system first collected the images: an electronic picture of each

page of the questionnaire. After entry, the images were interpreted

automatically.

All hand-written information was subsequently checked visually by operators

to ensure that information had been interpreted correctly. The computer also

presented for verification any elements falling below an acceptable threshold of

confidence in interpretation.

All text was verified by eye. Where handwriting was seen to be too poor for

interpretation by the scanning system, items were entered manually.

The verification rules used during this process can be found in Appendix 9.

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2.4.3 Post entry verification and editing

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Once questionnaires were clear after scanning, the data were sent to RSGB’S

Data Processing department where two pre-set edit programmed had been

written for the survey: a check-digit edit and the main edit. The same team of

individuals worked on both the edits.

Editing took place to ensure that questionnaires had been completed accurately

and in full. Errors occurred through:

. provision of inconsistent information by respondents;

● incorrect form completion by respondents

. mis-recording of information by telephone interviewers;

● mis-reading of information during the data entry process.

The procedures below describe the methods used to detect and systematically

correct these errors.

Editing instructions and validation checks were agreed with the Department for

Education and Employment prior to the receipt of questionnaires. However,

revisions to the checks were made throughout the survey, as evidence of new

errors arose.

The original editing manual and subsequent amendments can be found in

Appendix 10.

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The Research Executive at RSGB corrected the first 100 records to assess

where the problems were occurring and what amendments should be made to

the edit.

One editor and one research executive briefed by and reporting to the Research

Director then conducted the main part of the editing work. The editor had six

years experience of editing complex questionnaires.

(i) Check-Digit Edit

The main purpose of this first edit was to

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● Verify that the correct respondent serial number had been entered

so that the Survey Management System was updated correctly.

Each respondent number on the questionnaire had a check-digit - a number

between O and 9. This check-digit was the result of a formula applied to the

respondent number. The formula was applied again during this edit to the

scanned respondent number and if the two figures did not match, the

questionnaire was flagged. In the case of telephone interviews, a check digit

was not applied to the questionnaire, as the respondent number was being

written onto the questionnaire immediately prior to the interview commencing.

(ii) Main edit

The main computer edit checked for consistencies in peoples’ answers, that the

answers were realistic (in terms of the qualifications achieved, for example),

and that the questionnaire had been fully completed.

Overall, 26% failed the detailed computer edit on at least one of the edit

checks.

The main errors that this edit flagged (3% or more of returns failing a particular

check) were:

. Q. 10 Respondents multi-coding boxes at Q. 10 (17%) (previously,

this has been dealt with by the verifier, with this survey the

inconsistency was corrected in the edit by forcing). One answer

was taken using the following order of priority:

- 1) Modem Apprenticeship, National Traineeship, Youth

Training or other government supported training

- 2) In full-time education at school or college

- 3) In a full-time job

- 4) In a part-time job

- 5) Out of world unemployed

- 6) Looking after home or family

- 7) On holiday

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- 8) Doing something else

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For example if someone said that they were in a full-time job and looking after

home or family, the full-time job answer would be taken.

. Q. 19 Respondents giving a year outside the range 1997-2000 (5$%0).

Most of these instances were where the scanner had interpreted a

‘2’ as a ‘7’. Some were cases where the respondent had put when

they were going to finish the course at this question and hadnk

answered Question 20.

. Q.20 Respondents giving a year outside the range 2000-2005 (490).

Most of these instances were where the scanner had interpreted a

‘2’as a 7’.

● Respondents said that they were studying for GCSE, A/S or A-

Level qualifications at Q.22a, but did not give any information at

Q.22b (3%). In such instances, the answer at Q.22a was changed to

‘no’.

2.4.4 Coding and code frames

The coding was carried out by staff of RSGB’S coding department, working to

written instructions prepared by the coding supervisor and agreed with the

Research Director.

A set of code frames agreed with DfEE was used during data preparation to

allocate numeric codes to open questions (that is, when the respondent wrote in

the answer rather than ticked a box).

Qualification code fiarnes

Qualifications obtained and sought by respondents were coded by reference to

a comprehensive list of qualifications in the following categories:

. academic qualifications, excluding higher education

. Vocational qualifications including GNVQS

0 Copyright. 2001Taylor Nelson Sofres plc. 21 ‘“’CAL-’’’”’’”mim

● higher education qualifications

● other qualifications (e.g. foreign)

Subject code frames

Separate subject lists were provided for each group of qualifications. Extensive

guidance notes backed these up for the coders.

Other code frames

Code frames were also prepared for the following questions:

●

●

●

●

●

●

●

●

●

●

●

●

Other person respondent relies on for advice about education, work

or other matters that concern them (Q.6b)

Other main activity at

Qualifications started,

the moment (Q.9)

stopped (Q. 13b)

Other place where taking course (Q. 15b)

Name and address of school or college (Q. 15c)

Other period of time over which maintenance grant received

(Q. 18b)

Names of government supported training programmed (Q.39b)

Other reasons for not being in education, training or work (Q.53c)

Other people the respondent lives with (Q.56a)

Other people the respondent lived with when they were 10 (Q.56b)

Other ethnic group (Q.58)

Other type of housing (Q.60)

@ Copyright. 2001Taylor NelsonSofres plc. 22 ‘“c’’m’’’o’”Bmili

. Anything else that respondents wanted to tell us (Q.65)

Copies of the code frames and instructions are presented in Appendix 11.

2.4.5 Occupation and industry coding

The Employment Department Group (EDG) and the Office of Population and

Surveys (OPCS) devised the Standard Occupational Classification (SOC). It

was designed as a classification applicable to all paid jobs currently done by

economically active persons in Great Britain. Occupations (by reference to job

titles) are grouped, while taking into account two criteria: the level of skill/

experience/ qualification and the nature of the work activities. Occupations are

divided into 9 Major groups, 22 Sub-major groups and 77 constituent groups.

For purposes of the analyses for this sweep, the nine major groups have been

used.

A SOC code was allocated to the respondent by considering Q.28 and Q.29

which asked “What is the name of your job/ the work you are being trained to

do’?” and “ What world training do you mainly do thereT’ SOC has also been

applied to jobs that respondents have which they did not describe as their main

activity. A SOC code was also allocated to the respondent’s mother and father

where possible from information at Q.57.

The Standard Industrial Classification (SIC) is based on industries and not on

occupations. All persons employed in a ‘unit’ of industry are included,

irrespective of their occupations.

SIC has also been applied to each full-time job (using the 1992 classification

incorporating changes since the 1992 edition). Here the relevant textual data

from the questionnaire were viewed on screen and coders then applied the

appropriate SIC code.

The Socio-economic Groups (SEG) classification aims to bring together people

with jobs of similar social and economic status. The allocation of occupied

persons to Socio-economic Groups is determined by considering their

employment status and occupation.

CI Copyright. 2001Taylor NelsonSofres plc. 23 “’”’’”m’’’””mlllim

SEG is constructed for the respondents father and mother where applicable and

a general parents SEG is derived as well. SOC codes are taken for each parent,

and using information on the questionnaire pertaining to whether they are self-

employed, whether they are an employer, and whether they supervise or

manage a group of people a SEG code is derived. A definition of this

derivation can be found in Section 2.6

Shortly after the fieldwork for this Cohort was complete a revised SOC

structure (SOC2000) was published by the Office for National Statistics.

RSGB is currently engaged in re-coding Cohort 10 Sweep 1 SOC information

to the new classification.

Related to this is a new socio-economic classification (SEC), the National

Statistics Socio-Economic Classification (NS-SEC) which replaces both Social

Class and SEG.

RSGB is currently engaged in deriving NS-SEC from re-coded Cohort 10

Sweep 1 SOC2000 and questionnaire data.

2.5 Weighting

—

The sample prepared for Sweep 1 of Cohort 10 was designed to be a

representative sample of males and females in England and Wales who had

reached minimum school leaving age in the 1996/1997 school year.

However, due to differences in response rates by key sub-groups, it is likely

that the survey estimates would have been biased had there not been a

corrective stage of data weighting: bringing the sample profile into line with

the universe for those key variables. For example, 60% of females responded,

but 50% of males responded. Regional response rates varied from 60% (South

West) to41 % (Inner London).

Experience has shown that response is often comparatively slow and low for

men in general, men and women less qualified academically, and that response

varies between different regions and school types.

@ Copyright. 2001Taylor NelsonSofres plc. 24 ““””m’’]”(”)ilmll

-—

-—

Given that the one of the main aims of the survey is to provide information on

the destinations of young people and that the variables noted as having

different levels ofresponse arelikely toaffect these estimates, then failing to

correct for this bias in response would have been likely to result in over

estimates of those continuing in full time education at the age of 17.

To correct for non-response bias, a weighting strategy was developed, that is,

each sample member who returned a completed questionnaire was given a

weight which determines the influence that sample member has on the survey

estimates.

The weighting strategy began with the construction of a population matrix from

a small number of variables: sex, type of school attended to age 16, region, and

levels of GCSE qualifications attained. The population number falling into

each cell of the matrix is estimated from the data supplied by the Department

for Education and Employment and the National Assembly for Wales. The next

stage involved drawing up the sample equivalent of this matrix. YCS is

fortunate among surveys in that a number of the variables that are known to be

related to non-response to the survey are available on the sample file supplied

by DfEE and the National Assembly for Wales and are therefore known for

each sample member. Sex, type of school attended to age 16, and region were

available from the sample file. In addition, self reported levels of attainment at

GCSE were used in constructing the sample equivalent of the population

matrix. Once the weight was constructed, a weight was calculated for each

sample member. The weights were equal to the population total in the cell

divided by the sample total in the cell. The matrices and the weights were then

inspected, and, where necessary, groups of cells were collapsed wherever there

was likely to be large variability in the weights simply due to random variation,

for example because of too small a sample in a cell. In deriving the matrix, the

aim was to maximise the variation between cells in the characteristics of

sample members, and in response rate, and to minimise variation in the

characteristics of sample members within cells. The matrix cells are therefore

weighting classes in that all sample members in the same cell will receive the

same weight.

@ Copyright. 2001 Taylor NelsonSofres plc. 25 ‘W’c’’m’’’o’”I!limii

—

—

.— The definition of the weighting classes and the unweighed sample size,

weighted population and weighting and grossing factor (weight) given to each

class are shown in Appendix 12. The weighted population was 600,647.

2.6 Derived variables

In addition to the variables that were drawn directly from the questions

contained within the questionnaire, the DfEE requested a number of additional

derived variables: composites of information drawn from more than one part of

the questionnaire. These are presented in Appendix 13.

GJCopyright. 2001 Taylor Nelson Sofres plc. 26 ‘“’’’’-’’10[’6’imm

APPENDIX 1

Questionnaire and letter for postal pilot

22 December 1999

<<

<<

<<

<<

<<

Department for

Education and Employment

MoorfootSheffield S1 4PQTelephone 0870 00)2345

GTN5301 1000E-Mail [email protected]

Dear <<

PATHWAYS 2000: Survey of the experiences of 16-21 year olds

Please will you help us by filling in this booklet? It will not take you very long and is easy to do.Most of the questions are answered by ticking a box. We hope you will find it interesting andvery much hope that you will take part.

Your answers are important. Your experiences and opinions help us make plans for futureeducation and training of young people.

The study is the first in a series for which we may like to contact you again in the next few years.It will be conducted by Research Surveys of Great Britain (RSGB), an independent researchcompany.

At this point we are developing the questionnaire for that survey and we are hoping that you willbe able to help us with this.

All the answers you give will be treated in the strictest confidence. The study results will beprovided in a form which does not allow your response to be identified. Only RSGB will seewhat you have written.

We would like you to fill in the questionnaire and return it in the pre paid envelope. If you haveany problems filling in the questionnaire or have any additional comments to make about itsdesign, please contact Andrew Phelps on the FREE TELEPHONE HELPLINE 08000563011during office hours.

When you have completed the booklet please return it to RSGB in the pre-paid envelopeprovided. It does not need a stamp.

Thank you very much for helping.

Yours sincerely

<i~ ~.

STEPHANIE MORGANAnalytical Services: Youth and Further Education Division

RSG3J

RES-RCH SURVEYS OF GRmT BRITAIN, TAYLOR NELSON SOFRES HOUSE, WESTGATE, LONDON W5 I UA

Pathways2000

This bookltt 1$ about srhool”or college and, It you have left full-time

since then.

It will not take long to fill in sinct>not all the queitions will apply to

end of questions to $er where 10 go.

Hmifeducation, about what you have done

Jyou. lYe,IM follow” Ihv instructions at the

JSome instructions on how (o complete this booklet are given below. If anything is uneh’ar or ym.I need more

information please call our FREETELEPHONE HELPLINE on OftOO00563011J

Everything you say will be treated in complete confidence. We are looking forward to hearing from you. ,

[hank you for your helpd

Yours sincerely

Neil Russell

RSGB d

How to complete this booklet

PLEASENOTE, Not all the questions will apply to you. Please follow the A instructions to see whereto go. T

Most of the questions have boxes beside them and you should answer like this: ❑

In other caseswe ask you to write in a number in the bx, like this: Czl

Note: pleose make sure the number is contained within the box

Sometimes we ask you to write in an amount. For example, you would write E22.50 like this:

c m’ IEm’Sometimeswe askyou to write in an answer,pleasekeepyour answerwithin the box and not touchingthe edgeof the txx

r

The “ + “ shapesthroughoutthe questionnaireare to help the pmeessingof the form.

r

THIS FORM 1S PROPEKIY OF RSGB

—

- FCTION 1:

i. 1

—

+—

‘.2a

—

!.2b—

Here are some things, both good and bad, which people have said about their last two years at secondary

school (Years 10 and n/the 4th and 5th years). We would like to know what you think.

PLEASE PUTA CROSS IN A BOX FOR EACH ONETO SAY WHETHER YOU AGREE OR DISAGREE

Agree Disagree

School has helped give me confidence to make decisions •1 •1

School has done little to prepare me for life when 1 leave school ❑ •1

School has taught me things which would be useful in a job •1 •1

School work is generally worth doing •1 •1

During Years 10 and 11 (the 4th and 5th years) were you offered a period of work ex~erience - that is, an

unpaid job arranged through school, for a short time ?

Yes ❑ Go to Q.2b

No •1 Go to Q.3a

Did you actually ~ a period of work experience ?

+

How much did it teach you about the world of work ?

PLEASE PUTA CROSS IN ONE BOX ONLY

Yes •1 Go to Q.2c

No •1 Go to Q.3a—

!.2C

—

—

—

_ECTiON 2:

-L3a

—

Q.3b

A great deal •1

Quite a lot •l

Not much •1

Nothing at all •1

During Year 11 (5th year), did you have a discussion with someone from the Careers Service about your

future ?

Yes •1 Go to Q.3b

+ No ❑ Go to Q.5a

Did you have an interview on your own with the Careers Service during Year 11 ?

Yes •1 Go to Q.3c

4No •1 Go to Q.4a

—

—

Q.3C

~.4a

(14b

(2.5a

0.5b

0.6a

Was this contact useful in any of the following ways ?

PLEASE PUTA CROSS IN “YES” OR “NO” FOR EACH ONE

Providing information

Explaining options available+ Helping you to make a decision

Did you have a group session with the Careers Service during Year 11 ?

Yes

No




Explaining options available

Helping you make a decision

Yes

•1

❑

•1

•1

•1

Yes

•1

•1

•1

No

•1

❑

•1

Go to Q.4b

Go to Q.5a

•1

•1

During Year 11, did you have any classes or tutorial groups led by a teacher which covered careers topics ?

(For example in P.S.E. or your tutorial programmed).

Yes ❑ Go to Q.5b

+ No •1 Go to Q.6a

How useful were these sessions to you ?

PLEASE PUTA CROSS IN ONE BOX ONLY Very •1

Fairly ❑

Not very •1

Not at all •1

Are there people (besides your immediate family or the Careers Service) who you rely on for advice about

education, work or other matters which concern you ?

Yes ❑ Go to Q.6b

No ❑ Go to Q.7

Q.6b Which of these best describe this person / these people ?

PLEASE PUT A CROSS AGAINST ALL THAT APPLY Friend

Teacher / trainer

Health worker / doctor

Probation Officer

Someone working in a career you are considering

Other (e.g. Youth worker, counselor, social worker - please specify)

II 1

•1

❑

•1

•1

•1

•1

+

.

2

—

<.7

—

—

-. 8

—

—

.9

—

—

—

Looking back over the past year, do you feel that you got a place in education, work or training that you

wanted ?

PLEASE PUTA CROSSIN ONEBOXONLY

Yes ❑

+ To some extent •1

No •1

Thinking about the changes from being at school in Year 11 to doing what you are doing now, how easy or

difficult did you find it to make these changes ?

PLEASE PUTA CROSS IN ONE BOX ONLY Very easy •1

Fairly easy •1

Fairly difficult •1

Very difficult •1

We would like to know what you are doing at the moment.

PLEASE PUTA CROSS IN Q&E BOX TO SHOW US WHAT YOUR MAIN ACTIVITY IS

Out of workhnemployed

Modem Apprenticeship, National Traineeship or other government supported

training [sometimes known as Youth Training (YT)]

+Full-time job (over 30 hours a week)

Part-time job (if this is your h activity)

Full-time education at school or a college of further education

(or 6th form college/tertiary college)

Doing something else (please specify)

•1

•1

•1

•1

•1

—

-d.lo

—

—

—

—

—

.

We would also like to know what you have been doing over the past months.

PLEASE PUTA CROSS IN ONE BOX FOR E4CH MONTH TO SHOW US

WHAT YOU WERE DOING FOR ALL, OR MOST OF EACH MONTH

Out of worldunemployed

Modem Apprenticeship, National

Trsineeship or other government

supported training [sometimes known

as Youth Training Will

Full-time job (over 30 houre a week)

Part-time job (if this is your m activity)

Full-time education at school or a college

of further education (or 6th form

+college/tertiary college)

On holiday

Doing something else

1999

APR MAY JUN JUL AUG SEP OCT NOV DEC

❑ clclunclnclcl

❑ lclclnclclnclcl

EIIJCIEICICIDIJCI

Elclclnclclnclcl

Elclclclclclnucl

❑ clclrlclclnclcl

❑ clnnclclncln

11II11

11

881II

II#Ia11

t1

1

1

It1

t

t

1t

2000

JAN FEB

❑ 0

❑ 0

❑ n❑ 0

❑ 0

❑ 0

❑ o

3

—

SECTION 4:

Please tell us:

Q.lla Which GCSE subjects you studied in Years 10 and 11

Q.11 b Which GCSE subjects you have taken an exam In (do not include short course GCSES]

these on the next page]. ~Q. 11 c Your GCSE results (do not record any re-sit results obtained since Year 11 - we ask about

We would like to know about M youI

Q.lla

Studied

(put a cross)

exams

Q.llb Q.IIcT~ken a You; results

GCSE exam(put a cross) (put a cross)

INA* B C D EGCSEEnglish language

English literature

Maths

French

Geography

History

Art and Design

Craft, design

and technology

German

Business studies

Double award science(Please complete

two result boxes)

Other GCSE subjects

F G U=

❑.-L

I

1

1

I

I1

I1

1

1

1

11I

tI

11I

11

II1

11

1

I1

1

1

1

#1

1

I1

I1

II1

11

1I1

1

11

•1

•1

❑

•1

•1

•1

❑

❑

❑

❑

•1

+

❑

•1

•1

•1

•1

•1

•1

•1

•1

•1

•1

•1

•1

•1

❑

•1

❑

❑

❑

•1

❑

❑

❑

•1

c

•1

•1

❑

•1

•1

•1

•1

❑

•1

•1

•1

❑

D

•1

•1

•1

•1

•1

•1

•1

•1

•1

•1

•1

•1

E

•1

❑

•1

n

•1

•1

•1

c1

D

❑

•1

n

•1

❑ ❑ ✍

❑

•1

cl-!2

❑ -

❑ .

•1

•1

❑ -

❑

•1

•1•1 +0

•1 -1-m•1 4--0

+0I

❑+0❑

❑

❑

❑

❑

•1 -+

•1 +0

•1iII

I1

1

1

1

Write in subjects below ; A/A* B

❑ ✚ ❑ +0 •1 ❑ •11 ,

❑ 00

❑ 00

❑ un

❑ 00

❑ lclcl

•1

❑

•1

•1

•1

i i.

mm

Other Qualifications

Please give details of ~nv other public exams you took at school in Yeara 10 or 11 (for example

GNVQ, NVQ, RSA, BTEC or City& Guilds exams) +

SUBJECTWrite in subject below

QUALIFICATION LEVEL(e.g. Level 1 Foundation etc.)

1

QUALIFICATION NAME(e.g. Part one GNVQ, GNVQ,

NVQ etc.)

RESULTS(e.g. pass, fail, or grade) .

.

I I

4

—

- KTION 5:

‘&12a Have you obtained any qualifications such as GCSES,A/S exams, A-level, NVO or GNVO since the end of

Year 11 ?

Please do not tell us about your Year 11 results but include results of any re-sits taken since then.

Yes ❑ GO to Q. 12b

+ No ❑ GotoQ.13a—

+

!.12b—

—

—

—

.

—

—

—

—

Which qualifications have you obtained since the end of Year 11 ?

GCSE

Write in subjects below

IL 1

1L I

other Qualifications

QUALIFICATION NAME(e.g. A/S exams, A levels

GNVQS, NVQS etc.)

AIA* B

•1 •1

❑ 0

•1 •1

•1 •1

•1 •1

QUALIFICATION LEVEL

(If applicable)

I

Your results (put a cross)

CDE

❑ ncl

❑ un

❑ 00

❑ 00

❑ 00

SUSJECT

Write in subject below

F

❑

•1

•1

•1

•1

G

•1

•1

❑

❑

❑

u

❑

•1

•1

❑

❑

RESULTS

(e.g. pass, fail, or grade)

1~

_’ECTION 6:

L13a

—

—

_Il13b

—

—

.

—

Are there any other qualifications which you started to study for@ the end of Year 11 but later stopped

without taking an exam ?

Do not include qualifications you are still studying for - these are covered later.

+

Which qualifications have you started but stopped ?

QUALIFICATION NAME(e.g. A/S exams, A levels

GNVQS, NVQS etc.)

QUALIFICATION LEVEL

(If applicable)

I I I I

5

Yes ❑

No ❑

Go to Q. 13b

Go to Q. 14a

SUBJECT


I I

Q.13C When you stopped, did you also leave the place where you studied ?

+Yes

No

Q.13d What type of institution did you leave ?


State school (including grant maintained)

Independent / private school

Sixth form college (state system)

College of further education Cstste system)

Independent / other college

Training centre

•1 Go to Q.13d

•1 Go to Q.14a

•1

•1

•1

•1

•1 +

•1

—

.

SECTION 7:

Q. 14a At present are you enrolled on a full-time education course al school or college ?

Yes •1 Go to Q. 14b .

No ❑ Go to Q.21 a

0.14b Are you still attending (including waiting for term 10 restart) ?

Yes •1

No •1

0.1 5a Are you still enrolled at the school where you were for Year 11 ?

Yes •1 Goto Q.16

No ❑ GotoQ.15b

0.1 5b Where are you mainly taking your present course, or courses ?

PLEASE TICK ONE BOX ONLY School

Sixth form college

Further education/tertiary college

Independent/other college

Private training centre

Training run by your employerhraining provider

Your place of work

Other (please write in below)

•1

•1

❑

•1

•1

•1

•1

•1

+-

0.1 5C Please write in the name and full address of your school or college.

.

0.16 How many hours in total each week [during term-time) do you usually spend in lessons, tutorials, practical -

work, or other time being supervised by a teacher or trainer ?

PLEASE WRITE IN: 1 hours per week

6

—.

Q,17 Does your present course, or courses, include a period of work experience ?

Yes •1.—

+ No •1

Not sure •1

-—

Q.18a Do you receive a maintenance grant from your school/college/Local Education Authority ?

(Do not include a grant covering tuition fees)—

—

_..l 8b How much do you receive

PLEASE WRITE IN BELOW

—

Yes - An Education Maintenance Allowance

Yes - Other local Education Authority grant

Yes - School or college

No

?+

f

Is this amount for a : Term

Year

Other period (please write in below)

—

-!. 19 When did you start this course, or courses ?

. [If you are at school, when did you start Year 12/ the 6th form ?)

Month

Enter month and yeae— (e.g. Jan = 01, Feb = 02, etc.]

•1 Go to Q. 18b

•1 GO to Q. 18b

•1 Go to Q. 18b

❑ Goto Q.19

[

•1

•1

❑

+

Year

L20 When do you expect to finish this course, or courses ? (If you are at school, when do you expect to leave

school ?)

PLEASE GIVE YOUR BEST ESTIMATE Month Year

— Enter month and year:

(e.g. Jan = 01, Feb = 02, etc.) mn3mQRJKKDon’t Know •l.

—

2.21a

.

.

‘Q.21 b

—

—

—

Apart from any courses you have already mentioned on the last few pages, are you enrolled on a part-time

course of education, not counting any course you are taking for leisure purposes only ?

Do not include courses which are part of a full-time job or training course - these will be covered later.

(Please include correspondence courses and open learning courses).

Yes •1 Go to Q.21b

No •1 Go to Q.22a

Where are you mainly taking your present part-time course ?

If more than one part-time course, give details form one.

PLEASE PUTA CROSS College of further education (state system)

IN ONE BOX ONLY Private college


Training centre run by your employer

+ wok

Home

Somewhere else

•1

•1

•1

•1

•1

•1

•1

+

—

(2.21 c Who pays for this part-time course ? (If more than one, please put a cross for the one who pays ~)


My employer ❑

My parants/family/me •l

It is paid for using a training voucher or plastic card •l-

There are no course fees to pay •l +

It is paid for some other way •1 -

SECTION 9:

Q.22a At present, are you studying for GCSE, A/S or A-level qualifications ?

+

CL22b Please tell us which qualifications


No •1 Go to Q.23a

and subjects you are sturtylng tor

IF YES, PLEASE WR/TE IN SUBJECTS

GCSE: Yes ❑

No •1

AIS: Yes •1

No •1

A-level: Yes •1

No •1

Q.23a At present, are you studying for any GNV@

+

SUSJECTS (PLEASE WRITE INI

[ 1

~-—-”--- 1I —-l

? [Please do not

Q.23b Please tell us a) the GNVQ level you are studying b) whether

units only and c) the subject(s).

alLEVEL STUDY;~GFOR

(put a cross) (put a cross)Full Certain

award unita only

Foundation ❑ ❑ mu

include NVQS here - these are covered later)

Yes ❑ Go to Q.23b

No ❑ Go to Q.24a

you are studying for a full award or certain

c) +

SUSJECT

Please write in below

Intermediate •1 ❑ QBn IAdvanced •1 clan

Q.24a At present, are you studying for an NVQ (National Vocational Qualification) or any other vocational or

professional qualification including BTEC, City Et Guilds or RSA qualifications ?

(Do not include GNVQS, GCSES,A-levels or AS exams).


No •1 Go to Q.24c +

8

—

o.24b Please tell us more about the qualification(s) you are studying for.

— PLEASE PUTA CROSS IN A BOX OR BOXES, UNDER [A) TO SHOW US WHAT YOU ARE STUDYING FOR, THEN FILL IN (6] AND

+

NVQ

—

(C] WHERE NECCES5ARY(b)

STUDY~~G FOR MAIN SUBJECT(put a cross) e.g. Cataring and hospitality

FULL CERTAINUNITS (Kikhen PmtsrlnglAWARD ONLY Plsase write In balow

—

(a)STUDYING FOR

(put a cross)

TEC (not included sbovu).

Firat Certificate

— I%t Diploma

National Certificate/Diploma

—Other BTEC

%ITY & GUILDS (not included above)

Part 1—

Part 2/Craft/lntermediate

— Part 31FinallAdvanced Craft

Other City & Guilds

—

SA (not included aboval

—

Certificate

Firat Diploma—

Advanced Diploma

—Other RSA

❑

•1

•1

•1

(b)MAIN SUBJECT

e.g.Catering and hospitality

(Kitchen Portarlngl

Plaaaa write in below

•1

•1

•1

❑

•1

❑

❑

(c)NVQ LEVEL(put s cross)

1 2 3 NOT SURE

+0 •1 •1 ❑

+0 •1 ❑ n

*CI •1 ❑ ❑

NVQ LEVEL(~QUIVALENT

I I*CII I

I I

I

I I *II

❑ I

(put a cross)

2

•1

•1

•1

•1

2

❑

•1

•1

•1

2

❑

•1

•1

❑

3

•1

•1

❑

•1

3

•1

•1

•1

❑

3

•1

•1

•1

❑

+

NOT SURE

•1

•1

•1

•1

NOT SURE

•1

•1

❑

•1

NOT SURE

•1

•1

❑

❑I I

ITHERVOCATIONAL OR PROFESSIONAL QUALIFICATIONS ●— NAME OF QUALIFICATION: MAIN SUSJECT NVQ LEVEL EQUIVALENT

(put a cross)1 2 3 NOT SURE

9—

.

Q.24c How many hours in total each week (during term-time) do you spend in lessons, studying or training,

including both the time studying on your own @ with a teacher, instructor or trainer ?

PLL4SE WRITE IN:I

number of hours

0.25

+

Q.26

Q.27

Q.28

Q.29

Q.30

Q.31

Q.32a

At any time since the end of Year 11, have you had a full or part-time job or been in training ?

Yes ❑ Go to Q.26

No •1 Go to Q.52a

Are you currently in a full-time or part-time job or training ?

Yes ❑ Go to Q.27 +

No ❑ Go to Q.52a

Please answer questions below about your gurrent job or training

(if you have more than one, answer about the one with the most houre)

When did you start this job or training ?

Month Year

Enter month and yeac

(e.g. Jan = 01, Feb = 02, etc.) m~

What is the name of this job/ the work you are being trained to do ?

PLEASE WRITE IN:

What work do you mainly do there ?

PLEASE WRITE IN:

Including yourself, about how many people work at the same place as you ?

+1-9 ❑

10-24 •1

25-49 •1

50-99 •1

100 OR MORE •1

What does the firm or organisation, where you work or receive your training, make or do ?

(If you are self-employed, please tell us what w make or do).

PLEASE WRITE IN:

Are you an employer, employee or self-employed ?

Employer (with employees) •1

Self-employed (no employees) ❑

Employee ❑

Go to Q.33

Go to Q.33

Go to Q.32b

u

10

—

n.32b Are you a manager or a SUpfWiSOr?

—

Q.33

—

Q.34

—

a.35

—

—

—-

Q.36

—

.37a—

—

.37b.

—

—

.37C—

<.38a

—

.

—

Manager •1

Supervisor •l

Not a manager or a supervisor ❑

Have you been taken on permanently, or is the job temporary ?

Permanent •l

Temporary ❑

Not SUrS •1

Is this job or training an apprenticeship of any kind ?

Yes ❑

+No ❑

Not SWS •1

How much money do you usually take home each week or each month from this job or training, after

deductions but including bonuses or overtime ?

(For training please do not count any travel or lodging allowance received).

PLEASE WRITE IN AMOUNT:

Each week:

+

M each month:

How many hours do you usually work each week in

‘Ern’mpCE13crb

this job or training, including overtime ?

PLEASE WRITE IN:

hours per week

Do you currently have


One job or training place •1 Go to Q.38a

More than one job or training place •1 Go to Q.37b

How much money do you usually take home each week or each month in total, from all your jobs and

training, after deductions but including bonuses or overtime ?

(For training, please do not count any travel or lodging allowances received)


Each week:+

LIrl:mp~each month: cm:mp

How many hours do you usually work each week in total ?

PLEASE WRITE IN:

hours per week

Have you, at any time since you started your current job or training, been given a written ~lan that sets out

the training you should receive ?

(If you currently have more than one job/training place, please answer for the one with most hours).



Not SWS ❑ Go to Q.39a

11

Q.38b Has the training you have received followed the training plan you were given ?

Yes •1

No •l

I have not received any training •1

My training has not yet started ❑

Q.39a Are any of the following part of your job or training: Modern Apprenticeship (MA), National Traineeship

(NTr), or other government supported training. Include training sometimes known as Youth Training (yT).

Yes

+ No

Not sure

0.39b Which type of training ?

PLEASE PUTA CROSS IN ONE BOX Modem Apprenticeship (MA)

National Traineeship (NTr)

+ Youth Training CYTl

Other training (please write in below)I

Q.40 Does this training involve periods of work or work placement ? Yes

No

Q.41 Is this training part of the following ?

PLEASE PUTA CROSS IN ONE BOX 0NL% A full-time job

A part-time job

Or It is mzt part of a job

Q.42a Is this training a full-time course at college ? Yes

No

Q.42b Does this training involve periods of study at college ? Yes

No

•1

•1

❑

•1

•1

❑

❑

•1

•1

•1

•1

•1

❑

❑

❑

•1

Go to Q.39b

Go to Q.44

Go to Q.44

Go to Q.43a

Go to Q.43a

Go to Q.42a

Go to Q.43a

Go to Q.42b

—

Q.43a Are you aware that in some circumstances you have a legal right to paid time off work to study or train fol

some qualifications ?

Yes

No+ Not sure

(L43b Have you, or do you plan to take advantage of this?

Yes - have already done so

Yes - have not done so but have discussed it with my employer

Yes - plan to go ahead with this

No - It probably does not apply to me

No - it might apply but I don’t want to study more

No - I want to, but my employer is not keen that I do

I don’t know

.

❑ Go to Q.43b

❑ Go to Q.44

•1 Go to Q.44.

❑✎

•1

•1

•1

•1

❑

•1

Q.44 Have you received any on-the-iob training, that is, training in the course of your usual work ?

Yes - in the past 4 weeka ❑-

Yes - more than 4 weeks ago •1

No - offered by my amployer but not taken up •1

No - not offered by my employer ❑

12

n 45a

6.45b

.

46

—

-.47

—

.

=48a

—

<48b

.

49a—

—

49b

—

.

Q.49C

50a

Since the end of Year 11, have you received any off-the-iob training, that is training away from your usual

work ?

Yes

No

Have you been offered any off-the-job training since the end of Year 11 ?

Yes

No

And have you received any off-the-job training in the last 4 weeks ?

Yes

No

Where does, or did, the off-the-job training in your job/training take place

PLEASE PUTA CROSS FOR ALL THAT APPLY

College of further education (state system)

+Private college


Employer’s premises/employer’s training centre

Somewhere else

Does, or did, the training involve dav release ?

•1 Go to Q.46

•1 Go to Q.45b

•1 Go to Q.52

❑ Go to Q.52

❑

❑

✟

•1

•1

•1

❑

❑

(By day release we mean when you regularly spend a day, or half-day, in training away from your usual

work. For example, you may work from Monday to Thursday each week then spend Fridays at college).

Yes ❑ Go to Q.48b

No •1 Go to Q.49a

How many days do, or did, you usually spend on day release each month ?

+ PLEASE WRITE IN:

days each month

Does, or did, the training involve block release ?

(By block release we mean when you spend a block of time, for example a week or a month, in training

away from your usual work).


No •1 Go to Q.49c

How many days did or will you spend on block release ?

PLEASE ANSWER IN TERMS OF WEEKS PER MONTH OR WEEKS PER YEAR

PLEASE GIVE YOUR BEST ESTIMATE

WRITE IN NUMBER: ❑ weeks per month

+

~ m Wee.peWRITE IN NUMBER:

Does, or did the training involve gvenina classes ?

How would you describe the training you receive/received ?

Yes •1

No ❑

Excellent ❑

Good ❑

Fair •1

Poor •1

—

—

— 13

Q.50b And are/were you given too much training, not enough training, or about

Too much

Not enough

About the right amount

the right amount ?

•1

•1

•1

Q.51 a To what extent would you say that the training has been helpful for you in your work ?

Very helpful ❑

Fairly helpful ❑

Not very helpful •1

+ Not at all helpful ❑

Too early to say •1

0.51b Does, or did, the training lead to a qualification ? Yes •1 +

No ❑ -

SEUION 12:

Q.52a Did you do any@ work last week, that is, in the last 7 days ?

PLEASE PUTA CROSS Yes, full-time work (over 30 hours a week) ❑IN ONE BOX ONLY Yes, part-time work ❑

Yes, occasional job •1

No •l

Q.52b Was this because you have a job but were away from it last week ?

+ Yes •1

No •1

Q.52c Did you do any unpaid work last week, for any business that you, or a relative, own

Yes ❑

No ❑

Q.52d Are you currently waiting to start a job that you have already obtained ?

Yes •1

No •1

Q.53a Have you been looking for a job or training place in the last 4 weeks ?

Yes •1

No •l

Go to Q.55a -

Go to Q.54a

Go to Q.54a _

Go to Q.52b

9

Go to Q.53b _

Go to ~.53c

Q.53b If a job, or training place had been offered to you this week would you have been able to start within 2 weeks ?

Yes ❑ Go to Q.54a -

No ❑ Go to Q.54a

Q.53c Why have you not been looking for a job or training place ? .

PLEASE PUTA CROSS AGAINST THE MAIN REASON +

I am waiting for the results of an application for a job/beingassessed by a training agent

I am a student

+ 1 am looking after the family/home

I am temporarily sick or injured

I am long term sick or disabled

I believe there are no jobs available

I have not started looking yet

Other reason (please write in below)

❑ e

•1

❑

•1m

❑

❑

❑

❑

.

14

n 54a

—

I 54b

k55a

<55b

—

If you were to start a full-time job in the next few months, how much weekly take-home pay would you

expect to earn ?

PLEASE WRITE IN: f mm I am not looking for a full-time job ❑

What is the lowest weekly take-home pay you would consider for a full-time job ?

PLEASE WRITE IN: C mm I am not looking for a full-time job ❑

Do you get any regular benefits, such as Income Support, Disability Benefits or any other benefits ?


Go tO Q.55c

How much do you usually get ?

PLEASE WRITE IN AMOUNT: Each week c&rim P

+ QB each fortnight fmlzlp

—If you are in education, training or work at the moment (or for much of the time) skip to Q.56a

‘ 55(—

—

—

—

—

—

—

If you are not in education, training or work at the moment [or for much of the time], please tell us what

you think the main reasons for that are ?

PLEASE PUT A CROSS Need more qualifications or skills •1

AGAINST WHICHEVER APPLY Looking after homelchildren •1

Looking after family ❑

Poor health or disability •1

Housing situation •1

Family situation •1

Transport problems •1

Would be worse off in work/on a course •1

Drugs/alcohol problems •1

Criminal record ❑

There are no decent jobs or courses available ❑

Have not decided what sort of job or course to do •1

Having a break from study •1

Other reason

~“ +

S&TION 13:

It would be very helpful to know a little more about you and your household.

Q.56a

—

.-

—

Who lives in the same household as you ?

PLEASE PUTA CROSS FOR ALL THAT APPLY Father

Stepfather

+ Mother

Stepmother

Your own children

Brothers or sistera

Other parsons (please write in theirrelationship to you (e.g. grsndmother/friend)

I 1

•1 +

El

•1

•1

❑

❑ How many ? (enter number) J

I I

❑ How many ? (enter number) I 1

-R 1 live alone ❑

15

—

Q.56b And who were you living with when you were 10 ?

PLEASE PUTA CROSS AGA/NSTALi THATAPPLY

Father

Stapfsther

❑

•1

•1

•1 r I+

Mother

Stepmother

Brothers or sisters •1 How many ? (enter number) I I I

•1 How many ? (enter number)Other persons (please write in their

relationship to you (e.g. grandmother/friend)

For Q.57a-57h please tell us about your parents or stepparents who you are currently living with.

Q.57a

Q.57b

Q.57c

Q.57d

Q.57e

Q.57f

Are your parents (or stepparents) employed full-time at the moment ?

PLEASE PUTA CROSS INA BOX FOR FATHER AND MOTHERFather Mother

(stepfather) (stepmother)

Yes ❑ ❑

No •1 •1

What are your parents (or stepparents) current jobs [or if they are not employed full-time at the moment,

what were their most recent jobs) ?

Father (stepfather] Mother Lstepmother)

+

What kind of work do/did your parents (or stepparents) do there ?

Father (stepfather) Mother (stepmother)

What sort of firm or organisation do/did your parents (or stepparents) work at ?


Are/were your parents (or stepparents) self-employed ? Father Mother(stepfather) (stepmother)

Yes •1+

•1

No ❑ •1

Do or did your parents (or stepparents) supervise or manage a group of people ?Father Mother

(stepfather) (stepmother)

❑ •1Yes

No

Yes

No

Not SWS

Yes

No

Not sure

•1 •1

Father Mother(stepfather) (stepmother)

•1 •1

•1 •1

Q.57g Did your parents (or stepparents) obtain one or more A levels ?

•1 ❑

Father Motherf.stepfather) (stepmother)

❑ •1

❑ •1

•1 ❑

Q.57h Did your parents (or stepparents) obtain a degree ?

16

().58

.

XIa

—

59b

n 59C

—

0.60

—

—

61—

.

.—

$3a—

—

Which of the following groups do you belong to ?

Your answer will help us to know how the equal opportunities policies are

+White

w Caribbean

African

Other black

& Indian

Pakistani

Bangladesh

Chinese

Other Asian

Any other ethnic group (please specify below)

working.

❑

•1

❑

•1

❑

•1

•1

•1

•1

•1

Do you have a disability or health problem, which you expect will last for more than a year, and which

affects your ability to carry out normal day to day activities ?

Yes

No

Do you have a statement of special educational need ? Yes

No

Have you previously been in residential or fostrr care?

+Yes - some time ago

Yes - just about to leave

Yes - in care now

No

What type of housing do you live in ?

PLEASE PUTA CROSS IN ONE BOX ONLY Owned by your parents or yourself

Rented from the Council

Rented from a housing association

Rented privately

In a hostel

Other (please specify below)

Thinking back to Year 11 (5th year), did you play truant from school ?

PLEASEPUTA CROSS IN ONE BOX ONLY For weeks at a time

For several days at a time

For particular days or lessons

For the odd day or lesson

Never

Were you excluded from school at any point during Years 10 or 11 ?

Yes, permanent exclusion (expelled)

Yes, fixed term exclusion (suspended)

No

•1 +

•1

❑

❑

•1

•1

❑

•1

•1•1

❑

•1

❑

❑

❑

•1

❑

•1

❑

c1c1

•1

Did your parent(s) or other persons responsible for you attend your parents evenings?

Every time •1

+ Regularly ❑

Not very frequently ❑

Not at all •1

—17

Q63b

Q.63c

Q.64

(3.65

When you were younger did your parent(s) or other persons responsible for you read to you at night?

Did your parent(s) or other persons responsible

your options, or preparing for examinations?

Every night

Often

Sometimes

Not very often

Not at all

for you help you with such

Often

Sometimes

Not very often

Not at all

El

❑

•1

•1 -

•1

things as school work, choosing-

•1

•1

•1 -

❑

Here are some things which people have said. We would like to know what you think.

PLEASE PUTA CROSS IN ONE BOX FOR E4CH STATEMENT

Most employers don’t give young people the right kind of training at work

+ In looking for a job, I am more concerned to find onewith training than one that pays the best

I think that making plans for the future is a waste of time

I know how to find out about future work,training or education opportunities

I get enough support in planning my future

Agree

•1

❑

❑

•1

•1

Disagree Don’t know

•1 ❑m

❑ •1

•1 ❑ -

❑ •1

❑ cl-

If there is anything else you would like to tell us about what you have done during the past year, or about

your future plans, please write below. d

I

1-T

SEOION 14:

Q.66 Please print your full name, address and telephone number below:

First name:~ ‘as’ ‘am” ~-

Address:I I

Postcode:~ ‘e’ePhone’ ~

0.67 It is possible that there will be a follow up survey. In case we should have difficulty getting post to you if you-

move, please PRINT the name, address and telephone number of someone (with a different address from yout

own) who will know where to reach you (such as an uncle or aunt, older brother or sister or a close friend). _

Mr/Mrs/Ms/Miss IFirstname:~ Last‘ame:~Address: u

+

I 1 I 1-Postcode: ~ Telephone: ~

PLEASE RETURNTHANK YOU FOR YOUR HELI?

THE QUESTIONNAIRE IN THE ENVELOPE PROVIDED -

20

—

—

—

—.

—

—

—

—

—

—

APPENDIX 2

Postal pilot reminder letter

—

—

—

—

—

—

—

—

.

—

4 January 2000

<<

<<

<<

<<

<<

Dear <C.


—

Just before Christmas the Department for Education and Employment sent you abooklet asking you about your views and your experiences in and out of education,training and employment, but so fm we haven’t had a reply from you.

—

—

—

We would be very gratefhl if you could fill in your answers and send the bookletback to us as soon as you can. It will not take long to do. You will not need answerall the questions. Your views are important. They will help us to see what

problems people may have in completing the questionnaire, so that we can makealterations before it is sent out to thousands of people your age, nation-wide inFebruary.

Could I also stress that all your answers will be treated in complete confidence..—

—

—

If you have any problems filling in the questionnaire or have any additionalcomments to make about it’s design, please contact Andrew Phelps on the FREETELEPHONE HELPLINE 08000563011 during office hours.

If you have already returned your booklet, please ignore this letter.

Thank you very much for helping.—

Yours sincerely

—

—

—

Neil RussellResearch Director, RSGB

—

—

—

—

—

—

—

—APPENDIX 3

Introductory letter and topic guide for telephone piIot

—

—

—

—

—

.—

.

—

—

—

—

—

.—

—

—

m!i!i4 January 2000

HUMER4 AKBAR1 Ashfield AvenueKings HeathBIRMINGHAMWest Midlands B147AT

Department ior


MoorfootSheffield S1 4PQTelephone 08700012345GT_N53011000E-Mail infofjdfee.gov.uk

Dear HUMEIU4 AKBAR


Please will you help us?

We are very interested in finding out about young people and your experiences in and out ofeducation, training and employment. Your experiences and opinions help us make plans forfuture education and training of young people.

The study is the first in a series for which we may like to contact you again in the next few years.It will be conducted by Research Surveys of Great Britain (RSGB), an independent socialresearch company.

At this point we are developing the questionnaire for that survey and we are hoping that you willbe able to help us with this.

We would like to contact you between the 10h and 13ti January and interview you over thetelephone to see whether there are any problems interviewing using this method. The enclosedtopic guide outlines the type of questions that appear in the questionnaire.

—

—

I would like to stress that you are under no obligation to help us, and that an interview can bearranged for a time that is convenient for you. If you do not wish to be interviewed pleasecontact Andrew Phelps on O181 9674267 during office hours.

Of course, all the answers you give will be treated in the strictest confidence. The study resultswill be provided in a form which does not allow your response to be identified. Only RSGB andanother independent research organisation appointed by us in the future will see what you havewritten.

.Thank you very much for helping.

Yours sincerely—

.

<i- ~.

STEPHANIE MORGANhalytical Services: Youth and Further Education Division

—

—

—

—

.

—

.

—

—

.

—

—

.

Pathways 2000 Topic Guide

The interview will include topics such as:

●

●

●

●

●

●

●

The jobs you have had

Jobs you have been looking for

Experiences you have had of unemployment

Training you have received:- as part of your work- away from your work

Careers Advice you may have received

Qualifications - current vocational qualifications you are studying for- current academic qualifications you are studying for- any qualifications obtained since the end of year 11.

What you are doing now and your hopes for thefbture in respect of - jobs

- training- qualifications

.

—

—

—

—

—

—

—

—

—

—

.

—

—

—

—

—

—

—

—

—

—

—

.

—

—

APPENDIX 4

Questionnaire and covering letter for main survey

.

—

—

—

—

—

m!i!il<<

<<

<<

<<

Dear <C

—

—

.

—

.

.

—

—

-.

—

—

~nnrfnnt

Dapartmsnt for



Please will you help us by filling in this questionnaire? It will not take you very long and iseasy to do. Most of the questions are answered by putting a cross in a box. We hope you willfind it interesting and very much hope that you will take part.

Your answers are important. Your experiences and opinions help us make plans for futureeducation and training of young people.

The study is the first in a series for which we may like to contact you again in the next fewyears. It will be conducted by Research Surveys of Great Britain (RSGB), an independentresearch company.

All the answers you give will be treated in the strictest confidence. The study results will beprovided in a form which does not allow your response to be identified. Only RSGB will seewhat you have written. RSGB has explained more about the study on the back of this letter.

We would like you to fill in the questionnaire and return it in the pre-paid envelope. Mostrespondents find that they do not have to complete all parts of the form. When you havecompleted the questionnaire please return it to RSGB in the pre-paid envelope provided. Itdoes not need a stamp.

If you have any problems filling in the questionnaire or you need more information, pleasecall the Pathways FREE TELEPHONE HELPLINE at RSGB on 08000187011. RSGB’Sstaff will be pleased to help you.

Thank you very much for helping.

Yours sincerely

John ElliottDepartment for Education and Employment

—

—

—

—

—Pathways 2000

.

—

—

—

—

.-

—

.

.

—

—

National study of 16 to 21 year olds in and out of work in educationand in training.

We hope that the following points answer any questions you may have.

what is RSGB? Research Surveys of Great Britain (RSGB) is an independent marketresearch company. It carries out research on behalf of government departments, localauthorities and other private companies.

?f%at will happen to the answers I give? They will be used, in the form of statisticaltables and reports, by those who make policy decisions in connection with education andtraining issues. Your answers will be completely confidential and when the results of thestudy are published it will not be possible to tell which person gave which answer.

Will my name be passed on to anyone else? Your name and address details will be storedconfidentially and will only be used for follow up studies. These will be carried out byRSGB or another independent research organisation, Your details will not be passed toDfEE or any other non-research organisation.

Why should I take part? Those who make policy decisions need to know the views andexperiences of people who are affected by them. The Pathways studies - which have beentaking place for several years provide a direct and important channel between youngpeople and those who create policy on their behalf.

We hope you enjoy taking part in the Pathways study and are very gratefil for your help.If you have any queries about how to complete the booklet or any other matters please donot hesitate to call the Pathways FREE TELEPHONE HELPLINE at RSGB on 08000187011.

Thank you

Neil RussellResearch Director

ResearchSurveysof GreatBritainTaylorNelsonSofresHouseWestgateLondon W5 lUA

The letter on the other side of this page tells you more about this study.

—

—

RSG3 J

dRESEARCH SURVEYS OF GREAT BRITAIN, TAYLOR NELSON SOFRES HOUSE, WESTGATE, LONDON W5 I A

Mhways 2000

This booklet is about school or college and, if you have left full-time education, about what you have done

since then.

It will not take long to fill in since not all the questions will apply to you. Please follow the red instructions o

see where to go.

Some instructions on how to complete this booklet are given below. If anything is unclear or you need morxrn

information please call our FREETELEPHONE HELPLINE on 080001870114

JEverything you say will be treated in complete confidence. We are looking forward to hearing from you.

Thank you for your help.

1

Yours sincerely

Neil Russell W

RSGB


PLEASE NOTE, Not all the questions will apply to you. Please follow the red instructions to see whe-~

to go. J~

Most of the questions have boxes beside them and you should answer like this: ❑ +’

In other cases we ask you to write in a number in the box, like this:m

1d

Note: please make sure the number is contained within the box

Sometimes we ask you to write in an amount. For example, you would write E22.50 like this: J

+

Sometimes we ask you to write in a month and a year. For example, you would write November 1999 M

like this:m~

Sometimes we ask you to write in an answer, please keep your answer within the box and not touching the ed(-

of the box.

The “ + “ shapes throughout the questionnaire am to help the processingof the form. + J

Some questions are in green to help you see which question to go to next

THIS FORM IS PROPEKIY OF RSGB

—

—

Q.2a

—

—

Qb—

Here are some things, both good and bad, which people have said about their last two years at secondary

school (Years 10 and 1l/the 4th and 5th years). We would like to know what you think.

PLEASE PUTA CROSS IN A BOX FOR EACH ONE TO SAY WHETHER YOU AGREE OR DISAGREE

Agree Disagree

School has helped give me confidence to make decisions •1 •1

School has done little to prepare me for life when 1 leave school •1 •1

School has taught me things which would be useful in a job ❑ •1

School work is generally worth doing ❑ ❑

During Years 10 and 11 (the 4th and 5th years) were you offered a period of work ex~erience - that is, an

unpaid job arranged through school, for a short time ?

Yes •1 Go to Q.2b

No •1 Go to Q.3a

Did you actually b a period of work experience ?

+

How much did it teach you about the world of work ?


Yes •1 Go to Q.2c

No •1 Go to Q.3a

—

—

—

—

A great deal ❑

Quite a lot ❑

Not much ❑

Nothing at all •1

—

—

—

—

.

During Year 11 (5th year), did you have a discussion with someone from the Careers Service about your

future ?

Yes ❑ Go to Q.3b

+ No •1 Miss out the green

questions and go toQ.5a

Did you have an interview on your own with the Careers Service during Year 11 ?

Yes ❑ Go to Q.3c

+ No •1 Go to Q,4a

—

—

Q.3C

(1.4a

Q.4b

Q.5a

(L5b

(1.6a




&plaining options available+ Helping you to make a decision

Did you have a group session with the Careers Service during Year 11 ?

Yes

No


PLEASE PUTA CROSS IN “YES” OR ‘NO” FOR EACH ONE


Explaining options available

Helping you make a decision

Yes

❑

❑

❑

•1•1

Yes

•1•1•1

No

❑

•1

•1

-

.

m

Go to Q.4b

Go to Q.5a -

+9

No

lJ -•1

❑ m

During Year 11, did you have any classes or tutorial

(For example in P.S.E. or your tutorial programmed).

+

How useful were these sessions to you ?


Are there people (besides your immediate family or

groups led by a teacher which covered careers topicF?

Yes •1 Go to Q,5b -

No ❑ Go to Q.6a

-

Very useful •1 m

Fairly useful •1

Not very useful •1

Not at all useful •19

the Careers Service) who you rely on for advice abo@

education, work or other matters which concern you ?

Yes ❑ Go to Q.6b _

No •1 Go tO Q.7

9

Q.6b Which of these best describe this person / these people ?

PLEASE PUT A CROSS AGAINST ALL THAT APPLY Friend •1

Teacher / trainer •1

Health worker / doctor ❑

Probation Officer •1

Someone working in a career you are considering ❑

Other (e.g. Youth worker, counselor, social worker - please specify) ❑

Iw

2

s~molv 3: - e. -.

—

Q

—

Q .-u-

—

.

—

—

Q.-d

—

—

.

—

—

—

—

—

Looking back over the past year, do you feel that you got a place in education, work or training that you

wanted ?


Yes ❑

+ To some extent ❑

No •1

Thinking about the changes from being at school in Year 11 to doing what you are doing now, how easy or

difficult did you find it to make these changes ?


Very easy

Fairly easy

Fairly difficult

Very difficult

Please put a cross against one box to tell us your main activity at the moment.

PLEASE PUT A CROSS AGAINST ONE BOX ONLY

Out of workhnemployed

Modem Apprenticeship, National Traineeship,Youth Training or other government supported training

In a full-time job (over 30 hours a week)

In a part-time job (if this is your ~ activity)

+ In full-time education at school or college

Looking after home or family

Doing something else (please specify)

I

•1•1•1❑

❑

❑

•1•1•1•1❑

+

We would also like to know what you have been doing over the past months.

PLEASE PUTA CROSS IN ONE BOX FOR EACH MONTH TO SHOW US

WHAT YOU WERE DO/NG FOR ALL, OR MOST OF EACH MONTH

Out of worldunemployed

Modem Apprenticeship, NationalTraineeship, Youth Training or other

government suppotted training


In a part-time job(if this was your - activity)

In full-time education atschool or a college of further education

(or 6th form college/tertiary college)

+Looking after home and family

On holiday


1999

APR MAY JUN JUL AUG SEP OCT NOV

❑ nclnnclncl

❑ clnclrlnclcl

❑ lclnclnclclcl

Eloclnclucltl

❑ 0000000

IJcllzclonocl

❑ lnclnnncln

❑ lnclclcloclu

I 2000I

DEC : JAN FEB MAR

❑ [ ❑ on11I1

❑[ ❑ on1

❑ 1 ❑ 00111

•~ ❑ on11;

❑[000

❑(0001

❑! ❑ 001

❑[ ❑ 00

3

—

SECTION 4:

Please tell us:

Which GCSE subjects you studied in Years 10 and 11

Which GCSE subjects you have taken an exam in (do not include short course GCSES) .

Your GCSE results (do not record any re-sit results obtained since Year 11- we ask about these on the next page]

We would like to know about M your exams, please use additional sheets if there are not enough rows t~

Q.lla

Q.llb

Q.llc

+

record all your GCSE’S.Q.lla

Studied

(put a cross)

+

n

b

❑

[

❑-c-

mP

Lll

[

f

r

u

[●-

1

;

L

r

n’

[

•1

Q.llbTaken a

GCSE exam(put a cross]

Q.llcYour results

(put a cross)

GCSE D

❑

•1

❑

❑

•1

•1

•1

❑

❑

❑

❑

❑

D

❑

❑

•1

•1

•1

❑

E

•1

❑

❑

❑

❑

El

•1

❑

❑

•1

•1

•1

E

•1

❑

•1

❑

❑

❑

B

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

B

❑

❑

❑

❑

❑

❑

c❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

c

❑

❑

❑

❑

❑

❑

F

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

F

❑

❑

❑

❑

❑

❑

G

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

❑

G

❑

❑

❑

❑

❑

❑

:ti8111I111111I

:111III11III11

:111111I11111111111II111I1111I

:1111II111i111

:1I111II

❑

•1

•1

•1

❑

•1

❑

❑

❑

•1

❑

●

❑

•1

•1

❑

•1

•1

English language

English literature ❑ -+n1

❑ +nMaths

French ❑ +n

Geography

History ❑ &n

❑ &1Art and Design

Craft, designand technology

11

❑ -i+n

❑ -&❑ +n

German

Business studies1

❑ ’n

tI ❑I

Double award science(Please completetwo result boxes)

I11Other GCSE subiects

Write in subjects below

❑ &nI I

❑

❑

I I

LnI

+-❑

❑

❑

❑I I

i

❑bOther Qualifications

Please give details of any other public exams you took at school in Years 10 or 11 (for example

GNVQ, NVQ, RSA, BTEC or City & Guilds exams)

QUALIFICATION LEVEL(e.g. Level 1 Foundation etc.)

RESULTS -(e.g. pass, fail, or grade)

QUALIFICATION NAME(e.g. Part one GNVQ, GNVQ,

NVQ etc.)

SUBJECTWrite in subject below

I T1 I

4

SF1710N 5:

Qfi2a Have you obtained any qualifications such as GCSES,A/S exams, A-level, NVQ or GNVQ since the end of

Year 11 ?

Please do not tell us about your Year 11 results but include results of any re-sits taken since then.—

Yes ❑ Go to Q. 12b

+ No ❑ Go to Q.13a—

Q 2b

—

—

—

—

—

Which qualifications have you obtained

1

since the end of Year 11 ?

GCSE Your results (put a cross)

CDE

❑ 00

❑ 00

❑ 00

❑ 00

❑ 00

FGU

❑ 00

❑ 00

❑ 00

❑ 00

❑ 00

+

RESULTS

(e.g. pass, fail, or grade)

Write in subjects below A/A* B

❑ 0

❑ ❑

❑ 0

❑ 0

❑ 0

Other Qualifications

QUALIFICATION NAME(e.g. A/S exams,A levels

GNVQS, NVQS etc.)

QUALIFICATION LEVEL

(If applicable)

SUBJECT


L ,

,

L 1 L 1

~r__’__lI I [ I

Sl TION 6:—

Q, -3a

—

—

Q.13b

—

—

—

—

Since the end of Year 11, are there any other qualifications which you registered for but did not start, or

started to study but later stopped without taking an exam or having a formal assessment ? Do not include

qualifications you are still studying for - these are covered later.

+ Registered but did not start ❑ Go to Q. 14a

Started studying for a qualification but stopped ❑ Go to Q.13b

No, this does not apply to me ❑ Go to Q.14a

Which qualifications have you started but stopped ?+

SUBJECT


1

[

QUALIFICATION LEVELQUALIFICATION NAME(e.g. A/Sexams, A levels

GNVOS. NVOS etc.) Of applicable)

I I

,

5

Q.13c When you stopped, did you also leave the place where you studied ?

+Yes

No

0.1 3d What type of institution did you leave ?


State school (including grant maintained)

Independent / private school

Sixth form college (state system)

College of Further Education (state system)

Independent I other college

Training centre

SECTION 7:

•1❑

•1•1❑

❑

❑

❑

Go to Q.13d.

Go to Q.14a

0.1 4a At present are you enrolled on a full-time education course at school or college ?

Q.14b Are you still attending (including waiting for term to restart) ?

Q.15a Are you still enrolled at the school where you were for Year 11 ?

Q.15b Where

PLEASE

are you mainly taking

TICK ONE BOX ONLY

your present course, or courses ?

Yes

No

Yes

No

Yes

No

School

Sixth form college

Further Education/tertiary college

Independent/other college


Training run by your employer/training provider

Your place of work

Other (please write in below)

Q.15C Please write in the name and full address of your school or college.

❑

•1

❑

•1

❑

❑

❑

•1❑

•1

•1

•1❑

❑

Go to Q.14b wMiss out the greenquestions and go toQ.21a

9

Goto Q.16

Goto Q.15b _

.

1Q.16 How many hours in total each week (during term-time) do you usually spend in lessons, tutorials, practilml

work, or other time being supervised by a teacher or trainer ?

PLEASE WRITE IN: hours per week

6

—

0.17

—

Qfi8a

,—

Q 13b

Q19

—

QO

Does your present course, or courses, include a period of work experience ?

Yes ❑

+ No •1

Not sure ❑

Do you receive a maintenance grant from your school/college/Local (Education) Authority ?

(Do not include a grant covering tuition fees)

Yes - An Education Maintenance Allowance

Yes - Other Local (Education) Authority grant

Yes - School or college

No

How much do you receive ?+

PLEASE WRITE IN BELOW E

Is this amount for a : Term

Year

Other period (please write in below)

When did you start this course, or courses ?

(If you are at school, when did you start Year 12 / the 6th form ?)

Month

Enter month and year:

(e.g. Jan = 01, Feb = 02, etc.] I I

El Go to Q.18b

•1 Go to Q.18b

•1 Go to Q.18b

•1 Goto Q.19

•1

•1

•1

Year

I I I I I

When do you expect to finish this course, or courses ? (If you are at school, when do you expect to leave

school ?)

PLEASE GIVE YOUR BEST ESTIMATE Month

Enter month and yeac

(e.g. Jan = 01, Feb = 02, etc.) 1

Year

OR TICK Don’t Know ❑

Q.21a

—

—

Q.d b

Apart from any courses you have already mentioned on the last few pages, are you enrolled on a part-time

course of education, not counting any course you are taking for leisure purposes only ?

Do not include courses which are part of a full-time job or training course - these will be covered later.

(Please include correspondence courses and open learning courses).


No •1 Go to Q.22a

Where are you mainly taking your present part-time course ?

If you are taking more than one part-time course, give details of the ti one.

PLEASE PUTA CROSS College of Futther Education (state system] ❑

IN ONE BOX ONLY Private college •1

Private training centre ❑

Training centre run by your employer c1+ Work H

Home ❑

Somewhere else ❑

—

—

7—

0.21 c Who pays for this part-time course ? (If more than one, please put a cross


My employer

My parents/family/me

There are no course fees to pay

It is paid for some other way

for the one who pays ~)

•1 +“❑

•1

SECTION 9:

Q.22a At present, are you studying for GCSE, A/S or A-level qualifications ?

+ Yes •1 Go to Q.22b -

No •1 Go to Q.23a

Q.22b Please tell us which qualifications and subjects you are studying for. -

IF YES, PLEASE WRITE IN SUBJECTS SUBJECTS (PLEASE WRITE INI

GCSE: Yes •1

No ❑

AIS: Yes •1

No •1

A-level: Yes •1

No •1

+

1

I-J~.

Q.23a At present, are you studying for any GNVQS (General National Vocational Qualifications) ? (Please do nor

include NVQS here - these are covered later)

Yes ❑ Go to Q.23b _

No ❑ Go to Q.24a

Q.23b Please tell us a) the GNVQ level you are studying b) whether you are studying for a full award or certain-

units only and c) the subject(s).

L&EL(put a cross)

Foundation ❑

Intermediate ❑

Advanced H

+

STUDY!~G FOR SU&)ECT(put a cross)

Full Certain Please write in belowaward units only

❑ mu I I•1 mu

Q.24a At present, are you studying for an

professional qualification including

NVQ (National Vocational Qualification) or any other vocational or

BTEC, City Et Guilds or RSA qualifications ? +

(Do not include GNVQS, GCSES,A-levels or AS exams).

Yes ❑ Go to Q.24b

No ❑ Go to Q.24c

8

—

Q.24b Please tell us more about the qualification(s) you are studying for.

PLEASE PUTA CROSS IN A BOX OR BOXES, UNDER (a) TO SHOW US WHAT YOU ARE—

WHERE NECESSARY(a) (b)

STUDYING FOR MAIN SUBJECT(put a cross) e.g. Catering and hospitality

FULL CERTAIN UNITS (Kitchen Portering)

STUDYING FOR, THEN FILL IN (b) AND (C)

(c)

NVQ LEVEL(put a cross)

1 2 3 NOT SURE

+0 •1 II ❑

+0 ❑ •1 •1

-cl ❑ ❑ •1

(c)

NVQ LEVEL EQUIVALENT

(put a cross)+

1 2 3 NOT SURE

+0 ❑ •1 •1

+0 •1 ❑ •1

+0 ❑ ❑ ❑

+0 •1 •1 ❑

AWARD ONLY

❑ lmcl

❑ I(XJCI

❑ wn

(a)

STUDYING FOR

(put a cross)

Please write in below

1 1N;Q

—(b)

MAIN SUBJECTe.g. Catering and hospitality

(Kitchen Portering)—

B1 Z (not included above)

—

First Certificate ❑

Pleasa write in below

First Diploma •1—

National Certificate/Diploma ❑

-— Other BTEC ❑

Clnr & GUILDS (notindudadabove)

Part 1+D

2

❑

❑

•1

•1

2

•1

•1

❑

❑

3

•1

❑

❑

•1

3

•1

❑

❑

•1

NOT SURE

•1—

Part 2/Craft/lntermediate •1

Part 3/Final/Advanced Craft •1

❑

❑—

Other City & Guilds ❑ •1

—

R~A

—

—

—

(not included above)

Certificate

First Diploma

NOT SURE

❑

❑

❑

❑

❑ I I

Advanced Diploma •1l_____J “u

Other RSA ❑ I I-n

OT “ERVOCATIONAL OR PROFESSIONAL QUALIFICATIONS +NAME OF QUALIFICATION:— MAIN SUBJECT NVQ LEVEL EQUIVALENT

(put a cross)1 2 3 NOT SURE

1

--L

9

Q.24c How many hours in total each week (during term-time) do you spend in lessons, studying or training,

including both the time studying on your own ~ with a teacher, instructor or trainer ?

PLEASE WRITE IN: number of hours

QB I am not studying or training ❑ w

0.25

+

0.26

0.27

0.28

At any time since the end of Year 11, have you had a full or part-time job or been in government

supported training ?

Are you currently in a full-time or part-time job or government

Please answer questions below about your current job or training.

w

Yes II Go to Q.26

No •1 Go to Q.52a on page 14

d

supported training ?

Yes El Go to Q.27 -No ❑ Go to Q.52a on page 14

(If you have more than one, answer about the one with the most hours].

When did you start this job or training ?

Month YearEnter month and year:

(e.g. Jan = 01, Feb = 02, etc.) n~

What is the name of this job/ the work you are being trained to do ?

PLEASE WR/TE //V:

0.29 What work do you mainly do there ?

PLEASE WRITE IN:

Q.30

Q.31

Including yourself, about how many people work at the same place as you ?

1-9 ❑+ 10-24 •1

25-49 •1

50-99 •1

100 or more •1

What does the firm or organisation, where you work or receive your training, make or do ?

(If you are self-employed, please tell us what ~ make or do).

PLEASE WRITE IN:

9

Q.32a Are you an employer, employee or self-employed ?

Employer (with employees) ❑ Go to Q.33

+ Self-employed (no employees) ❑ Go to Q.33

Employee ❑ Go to Q.32b

10

—

(1.32b

—

Q.T3

—

Q.T4

Q.T..

—

—

Q.i6

—

—

—

—

—

Q. ‘C—

Q.ha

—

Are you a manager or a supervisor?

Manager ❑

Supervisor •l

Not a manager or a supervisor ❑

Have you been taken on permanently, or is the job temporary ?

Permanent •1

● Temporary •1

Not sure •1

Is this job or training an apprenticeship of any kind ?

Yes ❑

No ❑

Not sure IJ

How much money do you usually take home each week or each month from this job or training, after

deductions but including bonuses or overtime ?

(For training please do not count any travel or lodging allowance received).


Each week:

+‘m,=’

QB each month: ,m,mp

How many hours do you usually work each week in this job or training, including overtime ?

PLEASE WRITE IN:

hours per week

Do you currently have ...


One job or training place ❑ Go to Q.38a

More than one job or training place ❑ Go to Q.37b

How much money do you usually take home each week or each month in total, from all your jobs and

training, after deductions but including bonuses or overtime ?

(For training, please do not count any travel or lodging allowances received).


Each week:+

~E:mp

QB each month: ~E:mp

How many hours do you usually work each week in total ?

PLEASE WRITE IN:

hours per week

Have you, at any time since you started your current job or training, been given a written ulan that sets out

the training you should receive ?

(If you currently have more than one job/training place, please answer for the one with most hours).



Not sure ❑ Go to Q.39a

11

Q.38b Has the training you have received followed the training plan you were given ?

Q.39a Are any of the

(NTr), or other

(yT).

Q.39b Which type of

Yes •1No ❑

1 have not received any training ❑

My training has not yet started ❑u

following part of your job or training: Modern Apprenticeship (MA), National Traineeship

government supported training. Please include training sometimes known as Youth Train g

Yes

No

Not sure

training ?

PLEASE PUTA CROSS IN ONE BOX Modern Apprenticeship (MA)

National Traineeship (NTrl

+Youth Training WI_)

Other training (please write in below)

0.40 Does this training involve periods of work or work placement ? Yes

No

Q.41 Is this training part of the following ?

PIEASE PUTA CROSS IN ONE BOX 0NL% A full-time job

A part-time job

Or It is @ part of a job

Q.42a Is this training a full-time course at college ? Yes

No

Q.42b Does this training involve periods of study at college ? Yes

No

❑

•1El

•1❑

❑

❑

•1•1

❑

❑

c!

❑

•1

❑

❑

Go to Q.39b

Go to Q.43a

Go to Q.43a

Go to Q.43a

Go to Q.43a

Go to Q.42a

Go to Q.43a

Go to Q.42b

Q.43a Are you aware that in some circumstances you have a legal right to paid time off work to study or train for

some qualifications ?

Yes

No

Not sure

Q.43b Have you, or do you plan to take advantage of this?

Yes

Yes - have already done so

- have not done so but have discussed it with my employer

Yes - plan to go ahead with this

No - It probably does not apply to me

No - it might apply but 1 don’t want to study more

No - I want to, but my employer is not keen that I do

I don’t know

9

❑ Go to Q.43b

•1 Go to Q.44

•1 Go to Q.44 -

Q.44 Have you received any on-the-iob training, that is, training in the course of your usual work ?

Yes - in the past 4 weeks ❑ H

Yes - more than 4 weeks ago ❑

No - offered by my employer but not taken up ❑m

No - not offered by my employer •1

12

.

0.45a

—

Q.-b

—

Q.=mi

—

Q.A7

—

—

Q.ma

—

—

Q.48b

—

Q.. ta

—

—

Q.. lb—

—

—

Q.49c

.

Q.! la

—

—

—

Since the end of Year 11, have you been offered any off-the-iob training, that is training away from your

usual work ?

+ Yes •1

No ❑

Have you received any off-the-job training since the end of Year 11 ?

Yes •1 Go to Q.46

No •1 Miss out the greenquestions and go toQ.52a

And have you received any off-the-job training in the last 4 weeks ? +

Where does, or did,

PLEASE PUTA CROSSFOR ALL THAT APPLY

+

Yes •1No ❑

the off-the-job training in your jobltraining take place ?

College of Further Education (state system] ❑

Private college •1

Private training centre •1

Employer’s premises/employer’s training centre ❑

Somewhere else ❑

Does, or did, the training involve dav release ?

(By day release we mean when you regularly spend a day, or half-day, in training away from your usual

work. For example, you may work from Monday to Thursday each week then spend Fridays at college).


No ❑ Go to Q.49a

How many days do, or did, you usually spend on day release each month ?

PLEASE WRITE IN:

days each month

Does, or did, the training involve block release ?

(By block release we mean when you spend a block of time, for example a week or a month, in training

away from your usual work).

Yes ❑ Go to Q.49b

No ❑ Go to Q.49c

How many days did or will you spend on block release ?

PLEASE ANSWER IN TERMS OF WEEKS PER MONTH OR WEEKS PER YEAR

PLEASE GIVE YOUR BEST ESTIMATE

Write in number of weeks per month ❑+ m

Write in number of weeks per year

Does, or did the training involve eveninu classes ?

Yes •1

No •1

How would you describe the training you receive/received ?

Excellent ❑

Good •1

Fair ❑

Poor •1

13

Q.50b And are/were you given too much training, not enough training, or about the right amount ?

Too much

Not enough

About the right amount

Q.51 a To what extent would you say that the training has been helpful for you

Very helpful

Fairly helpful

Not very helpful

+ Not at all helpful

Too early to say

Q.51 b Does, or did, the training lead to a qualification ? Yes

No

❑

❑✎

•1

in your work ? a

❑

•1

❑9

•1

❑ -

❑ +

•1w

SECTION 12:

Q.52a Did you do any p&l work last week, that is, in the last 7 days ?

PLEASE PUTA CROSS Yes, full-time work (over 30 hours a weekl ❑ Go to Q.55a -

IN ONE BOX ONLY Yes, part-time work ❑ Go to Q,54a

Yes, occasional job ❑ Go to Q.54a

No ❑ Go to Q.52b -

(L52b Was this because you have a job but were away from it last week ?

+ Yes ❑ d

No •1

Q.52c Did you do any unpaid work last week, for any business that you, or a relative, own ? -

Yes ❑

No ❑

Q.52d Are you currently waiting to start a job that you have already obtained ?w

Yes •1

No •1 w

Q.53a Have you been looking for a job or training place in the last 4 weeks ?

Yes ❑ Go to Q.53b

No ❑ Go to Q.53c -

Q.53b If a job, or training place had been offered to you this week, would you have been able to start within 2 week ?

Yes •1 Go to Q.54a -

No ❑ Go to Q.54a

Q.53c Why have you not been looking for a job or training place ?

PLEASE PUTA CROSS AGAINST THE MAIN REASON

1am waiting for the results of an application for a job/beingassessed by a training agent

I am a student

+I am looking after the family/home




1 have not started looking yet

Other reason (please write in below)

❑

❑

❑

•1

•1

❑

•1❑

w

9

I

14.

—

(1.54a

—

Q. lb—

Q. ia—

(1.55b

Q. ic—

—

.—

—

—

—

If you were to start a full-time job in the next few months, how much weekly take-home pay would you

expect to earn ?

PLEASE WRITE IN: E mm 1 am not looking for a full-time job ❑

What is the lowest weekly take-home pay you would consider for a full-time job ?

PLEASE WRITE IN: C mm I am not looking for a full-time job ❑

Do you get any regular benefits, such as Income Support, Disability Benefits or any other benefits ?

How much do you usually


+


See note above Q.55c

get ?

Each week CGnmf’

QB each fortnight: crrll:rrl P1 1 I 1

If you are in education, training or work at the moment (or for much of the time] skip to Q.56a

If you are not in education, training or work at the moment [or for much of the time], please tell us what

you think the main reasons for that are ?

PLEASE PUT A CROSS Need more qualifications or skills ❑

AGAINST WHICHEVER APPLY Looking after home/children •1

Looking after other family members ❑

Poor health or disability •1

Housing problems ❑

Family problems •1

Transport problems e.g. no car, unsuitable public transport ❑

Would be worse off in worklon a course ❑

Drugs/alcohol problems ❑

Criminal record •1

There are no decent jobs or courses available •1

Have not decided what sort of job or course to do •1

Having a break from study ❑

Other reason

r—----------l”’

SEcflON 13:


0.5%a Who lives in the same household as you ?

PLEASE PUTA CROSS FOR ALL THAT APPIY Father ❑ +

— Stepfather •1

● Mother •1

Stepmother ❑— Your own children •1

Brothers or sisters ❑ ~ How many ? (enter number)

Other persons (please write in their—relationship to you (e.g. grandmother/friend) ❑ ~ How many ? (enter number)

II I—

&R 1live alone •1

15—

Q.56b

Q.57a

Q.57b

Q.57c

Q.57d

Q.57e

Q.57f

Q.57g

And who were you living with when you were 10 ?

PLEASE PUTA CROSS AGAINSTALL THATAPPLY +

Father ❑9

Stepfather ❑

+Mother ❑

Stepmother ❑

Brothers or sisters ❑ ~ How many? (enter number) m-

Other persons (please write in theirrelationship to you (e.g. grandmother/friend) ❑ ~ How many? (enter number) m“

9

For Q.57a-57h please tell us about your parents or stepparents who you are currently living with.

Are your parents (or stepparents) employed full-time at the moment ? “

PLEASE PUTA CROSS IN A BOX FOR FATHER AND MOTHERFather Mother

(stepfather) (stepmother) -

Yes •1 •1

No •1 ❑

What are your parents (or stepparents) current jobs (or if they are not employed full-time at the momen;,

what were their most recent jobs) ?

Father (stepfather) Mother (stepmother) m

+

What kind of work doldid your parents (or stepparents) do there ?9

Father (stepfather) Mother (stepmother)-

What sort of firm or organisation do/did your parents (or stepparents) work at ? -


9

Are/were your parents (or stepparents) self-employed ? Father Mother(stepfather) (stepmother)

Yes •1 ❑“

+No u •1

Do or did your parents (or stepparents) supervise or manage a group of people ? u

Yes

No

Did your parents (or stepparents) obtain one or more A levels ?

Yes

No

Not sure

Yes

No

Not sure

Q.57h Did your parents (or stepparents) obtain a degree ?

+

16

Father(stepfather)

•1

❑

Father(stepfather)

❑

•1

•1

Father(stepfather)

❑

•1

•1

Mother(stepmother)

cl-

❑

Mother -(stepmother)

•1cl-❑

Mother(stepmother) -

❑

cl-

❑

—

Q.58

—

.—

—

Q $la—

Q.~9b

—

Q.59C

—

Q. jd—

Q.~9e

—

—

Q.60

IL

—

Q.61

—

—

Q-c?

—

Q._la

—

—

Which of the following groups do you belong to ? Your answer will help us to know how the equa

opportunities policies are working.

White •1 Asian” Indian •1-

Black. Caribbean •1 Pakistani •1-

African •1 Bangladeshi ❑

Other black •1 Chinese •1

Other Asian ❑

Any other ethnic group (please specify below) ❑

1

4

Do you have a disability or health problem, which you expect will last for more than a year, and which

affects your ability to carry out normal day to day activities ?

Yes

No

Have you ever been identified as having special educational needs ?

Yes

No

Have you ever received a statement of special educational needs ?

Yes - later on in my school career

Yes - earlier in my school career

No

Has the statement been withdrawn ?

Yes

Yes - but I continued to receive additional support for my educational needs

NoHave you previously been in residential or foster care?

Yes - some time ago

Yes - until recently+ Yes - just about to leave

Yes - in care now

NoWhat type of housing do you live in ?

PLEASE PUTA CROSS IN ONE BOX ONLY Owned by your parents or yourself

Rented from the Council

Rented from a housing association

Rented privately

In a hostel

Other [please specify below]

Thinking back to Year 11 (5th year), did you play truant from school ?

PLEASE PUTA CROSS IN ONE BOX ONLY For weeks at a time

For several days at a time

For particular days or lessons

For the odd day or lesson

Never

Were you excluded from school at any point during Years 10 or 11 ?

Yes, permanent exclusion (expelled)

Yes, fixed term exclusion (suspended)

No

Did your parent(s) or other persons responsible for you attend your parents evenings?

Every time+

Regularly

Not very frequently

Not at all

17

❑

❑

•1

•1

❑

❑

❑

❑

•1

❑

❑

❑

❑

•1

•1

❑

❑

•1

•1

❑

❑

•1

•1

❑

❑

•1

•1❑

❑

•1❑

•1

❑

Go to Q.59d

Go to Q.59d

Go to Q.59e

PLEASETURNOVER

—

Q.63b

Q.63c

0.64

Q.65

When you were younger did your parent(s) or other persons responsible for you read

Did your parent(s) or other persons responsible

your options, or preparing for examinations?

Every night

Often

Sometimes

Not very often

Not at all

for you help you with such things as

Often

Sometimes

Not very often

Not at all

to you at night?

❑

❑

❑

•1 9❑

school work, choosi I

•1

Here are some things which people have said. We would like to know what you think.

❑

❑

❑

PLEASE PUTA CROSS IN ONE BOX FOR EACH STATEMENT

Most employers don’t give young people the right kind of training at work

+ In looking for a job, I am more concerned to find onewith training than one that pays the best


I know how to find out about future work,training or education opportunities


Agree

❑

❑

•1

❑

❑

Disagree

•1

•1

•1

❑

❑

Don’t know

❑

Elc1

•1

If there is anything else you would like to tell us about what you have done during the past year, or abc t

your future plans, please write below (and use additional paper if you need to). w

SECTION 14:

Q.66 Please print your full name, address and telephone number below:

First name:~ ‘ast ‘ame: ~

Address:I

+-i

I I

Postcode: ~ ‘e’eph”ne’ ~

Q.67 Itis possible that there will be a follow up survey. In case we should have difficulty getting post to you if y%u

move, please PRINT the name, address and telephone number of someone (with a different address from y-” lr

own) who will know where to reach you (such as an uncle or aunt, older brother or sister or a close friend~

Mr/Mrs/Ms/Miss I First name:~ ‘astflame: ~

Address: J

+

Postcode: ~ Telephone: ~

PLEASE RETURNTHANK YOU FOR YOUR HELt?

THE QUESTIONNAIRE IN THE ENVELOPE PROVIDELT

18

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—

—

.

—

—

—

—

—APPENDIX 5

Welsh questionnaire and covering letter for main survey—

—

—

—

—

—

—

—

—

—

—

—

m!lliml<<<<<<<<—

Annwyl<<

—

—

—

—

—

—

—

~nnrfnnt

Department for


GTN 53011000

E-Mail [email protected]

LLWYBRAU 2000: Astudiaeth Genedlaethol o Bobl Ifanc 16 i 21 Oed

Gobeithiwn y byddwch chi yn gallu helpu ni gan gwblhau yr holiadur yma. Ni wnaiff cyrnrydllawer o amser. Mae rhan mwyaf o’r cwestiynau yn gallu cael ei ateb gan rhoi tic mewn bocs.Gobeithiwn bydd yr holiadur yn ddiddorol i chi, a byddwch yn gymryd rhan.

Mae eich atebion yn bwysig iawn. Bydd eich profiadau a’ch barn yn ein cynorthwyo i wneudcynlluniau ar gyfer addysg a hyfforddiant pobl ifanc yn y dyfodol.

Mae’r astudiaeth yrna yr un gyntaf mewn gyfies, efallai byddwn yn gwneud cysylltiad gydachi yn y flynyddoedd nesaf. Bydd yr astudiaeth yn gael eu gyfarwyddo gan Research Surveysof Great Britain (RSGB), se~dliad ymchwil annibynnol.

Bydd eich hell atebion yn cael eu tin yn hollol gyfiinachol. Bydd canlyniadau yr astudiaethyn cael eu baratoi mewn ffordd na &dd yn gaily adnabod atebion unigolion. Dim ond RSGBbydd yn gweld beth yr ydych wedi ysgrifennu. Mae RSGB wedi esbonio rhagor am yrastudiaeth ar gefn y llythyr hwn.

Ar 61i chi gwblhau w holiadur dychwelwch ef at RSGB gan ddefnyddio’r amlen addarparwyd. Nid oes angen stamp.

0s oes gennych unrhyw broblemau ynghylch llenwi’r ffi.uflen neu os oes angen rhagor owybodaeth amoch, gellwch alw LLINELL GYMORTH RHAD AC AM DDIM Pathways ynRSGB ar 08000187012. Bydd staff RSGB yn bared iawn i’ch cynorthwyo.

Diolch yn fawr am eich cymorth.

Yn gywir—

.

—

.

—

—

John ElliottAdran Addysg a Chyflogaeth

—

Llwybrau 2000--

---

—

—

.-

—

—

—

—

Astudiaeth genedlaethol o leuenctid 16-21 oed sy’n gweithioac yn ddi-waith, mewn addysg ac yn derbyn hyffoddiant.

Gobeithiwn y bydd y pwyntiau canlynol yn ateb unrhyw gwestiynau sydd gennych.

Beth yw RSGB? Cwmni annibynnol ymchwil i’r farchnad yw RSGB (Research Surveys ofGreat Britain). Mae>n gwneud ymchwil ar ran adrannau’r llywodraeth, awdurdodau Ileol achwmnlau preifat eraill.

Bethfiddyn digwydd i ‘r atebion a roddaj? Byddant yn cael eu defhyddio ar ffmf tablauystadegol ac adroddiadau gan y rhai hynny sy’n gwneud pender&niadau ar boloslau sy’ngysylltiedig ii materion addysg a hyfforddiant. Bydd eich atebion yn hollol gyfiinachol a phangyhoeddir canlyniadau’r astudiaeth ni fydd modd dweud pwy sydd wedi rhoi pa ateb.

A gaz~~ enw ei roi i unrhyw un arall? Cedwir eich enw a’ch cyfeiriad mewn moddcyfrinachol a defnyddir hwy ar gyfer astudiaethau dilynol yn unig. Gweir y rhain gan RSGBneu gorff ymchwil annibynnol arall. Ni roddir eich manylion i’r Adran Addysg aChyflogaeth neu unrhyw gorff nad yw’n gysylltiedig ag ymchwil.

Paham ddylwn i ~mryd rhan? Mae’r rhai hynny sy’n gwneud penderijmiadau ar bolislauam gael gwybod beth yw barn a phroflad y bobl sy’n cael eu ‘heffeithio gan y penderijmiadau.Mae astudiaeth Lhvybrau - sydd wedi cael eu cynnal am nifer o flynyddoedd - yn darparusianel uniongyrchol a phwysig rhwng pobl ifainc a’r rhai hynny sy’n creu poloso ar eu rhan.

Gobeithiwn y gwnewch f~hau cymryd rhan yn astudiaeth Llwybrau ac rydym yn hynod oddiolchgar i chi am eich cymorth. 0s oes gennych unrhyw gwestiynau ynghylch Ilenwi’rllyiiyn neu ynghlch unrhyw faterlon eraill peidiwch ofhi galw LLINELL GYMORTH RHADAC AM DDIM Llwybrau ynRSGBar0800O1870 11.

Diolch

Neil RussellCyfhrwyddwr Ymchwil

Research Surveys of Great BritainTaylor Nelson Sofres HouseWestgateLlundain W5 1 UA

Mae’r llythyr ar yr ochr arall i’r dudalen hon yn dweud rhagor wrthych am yr astudiaeth hon.--

—

—

RSGBJ

RESEARCH SURVEYS OF GREAT BRITAIN, TAYLOR NELSON SOFRES HOUSE, WESTGATE, LONDON W5 I UA

llwybr’au2000

Mae’r Ilyfryn hwn yn shn am ysgol neu goleg ac, os ydych wedi gadael addysg amser Ilawn, yr hyn yr ydych Jwedi ei wneud ers hynny.

Ni fydd angen i chi dreulio Ilawer o amser yn ei Ienwi gan na fydd pob cwestiwn yn berthnasol i chi. Dilynw-1

y cyfarwyddiadau coch er mwyn gweld ble i fynd nesaf.

Rhoddir rhai cyfarwyddiadau ynghylch sut i gwblhau’r Ilyfryn isod. 0s oes unrhywbeth yn aneglur neu os oti

angen mwy o wybodaeth arnoch ffoniwch ein LLINELL GYMORTH RHAD AC AM DDIM ar 08000187011.

Bydd popeth a nodwch yn cael ei drin yn gwbl gyfrinachol. Edrychwn ymlaen i glywed oddi wrthych. -

Diolch i chi am eich help. JYn gywir

Neil Russell ●J

RSGB

Sut i gwblhau’r Ilyfryn hwn

SYLWCH. Ni fydd y cwestiynau i gyd yn berthnasol i chi. Dilynwch y canllawiau coch i chi gael gweld ble i fjmd ~

nesaf.

Mae blwch gyferbyn A’r rhan fwyaf o’r cwestiynau [ ❑ ] a dylech ateb fel hyn: ❑

Mewn achosion eraill rydym yn gofyn i chi roi rhif yn y blwch, fel hyn: L!_l_U

Sylwch: gwnewch yn si~r fod y rhif y tu mewn i’r blwch.

Ambell dro gofynnir i chi ysgrifennu swm. Er enghraifft dylech ysgrifennu E22.50 fel hyn:

CzzI’mAmbelldro gofynnir chi ysgrifennu mis a flwyddyn. Dylech ysgrifennu Tachwedd 1999 fel hyn:

Ambell dro byddwn yn gofyn i chi ysgrifennu ateb. Cadwch eich ateb o fewn y blwch ond heb gyffwrdd ag ochr y blwch.ma

Mae’r siapiau ● sydd trwy’r holiadur yno i helpu gyda’r gwaith o brosesu’r ffufflen.

Mae rhai cwestiynau mewn gwyrdd er mwyn eich helpu i weld pa gwestiwn i ateb nesaf. J

EIDDO RSGB YW’R FFURFLEN HON

—

A-7AN 1:

C.7

—

—

—

C.2a

—

C>b

—

Dyma rai pethau, da a drwg, y mae pobl wedi eu dweud am eu dwy flynedd olaf yn yr ysgol uwchradd

(Blynyddoedd 10 ac 1l/4edd a 5ed blwyddyn). Hoffem wybod beth yw eich barn chi.

RHO WCH GROES YN Y BL WCH AR GYFER POB DATGANIAD ER M WYN D WEUD OS YDYCH YN CYIUNO NEU’N ANGHYTUNO.

Cytuno Anghytuno

Mae ysgol wedi helpu i roi hyder i mi wneud penderfyniadau ❑ •1

Nid yw’r ysgol wedi gwneud Ilawer i’m paratoi ar gyfer gadael ysgol ❑ ❑

Mae’r ysgol wedi dysgu pethau i mi a fydd yn ddefnyddiol mewn gwaith ❑ ❑

Yn gyffredinol mae gwaith ysgol yn werth ei wneud ❑ •1

Yn ystod Blynyddoedd 10 ac 11 (4edd a 5ed blwyddyn) a gawsoch uvnniq cyfnod o brofiad qwaith - hynny

yw, gwaith di-d~l wedi’i drefnu drwy’r ysgol, am gyfnod byr?

Do •1 Ewch i C.2b

Naddo ❑ Ewch i C.3a

A wnaethoch chi dreulio cyfnod ar brofiad gwaith?

Do •1 Ewch i C.2C


( c Faint wnaeth hyn ei ddysgu i chi am fyd gwaith?—

RHOWCH GROES MEWN UN BLWCH YN UNIG

—

—

—

/_IRAN 2:

Llawer iawn ❑

Cryn dipyn ❑

Dim Ilawer ❑

Dim o gwbl ❑

L*a Yn ystod Blwyddyn 11 (5ed flwyddyn), a wnaethoch chi drafod eich dyfodol gyda rhywun o’r Gwasanaeth

Gyrfaoedd?

— Do •1+

Ewch i C.3b

Naddo •1 Anwybyddwch y

cwestiynau gwyrdd acewch i C.5a—

I 3b A gawsoch chi gyfweliad ar eich pen eich hun gyda’r Gwasanaeth Gyrfaoedd yn ystod Blwyddyn 11 ?

Do+

❑ Ewch i C.3C


—

1

C.3C A oedd y cyswllt yma yn ddefnyddiol mewn unrhyw un o’r ffyrdd canlynol?

RHOWCH GROES YN Y BIWCH O DAN “OEDD” NEU “NAC OEDD” AR GYFER POB UN

Darparu gwybodaeth

Egluro’r opsiynau sydd ar gael+ Eich helpu i wneud pendetfyniad

Oedd

•1

❑

❑

C.4a A gawsoch chi sesiwn grtip gyda’r Gwasanaeth Gyrfaoedd yn ystod Blwyddyn 11?

Do

Naddo

C.4b A oedd y cyswllt yma yn ddefnyddiol mewn unrhyw un o’r ffyrdd canlynol?

RHOWCH GROES YN Y BL WCH O DAN “OEDD” NEU “NAC OEDD” AR GYFER POB UN

Darparu gwybodaeth

Egluro’r opsiynau sydd ar gael

Eich helpu i wneud penderfyniad

❑

•1

Oedd

•1

•1

•1

Nac Oedd

❑

•1

❑

Ewch i C.4b

Ewch i C.5a

Nac Oedd

❑

❑

❑

+

C.5a Yn ystod Blwyddyn 11, a gawsoch unrhyw ddosbarthiadau neu grwpiau tiwtorial dan arweiniad athro oede

yn ymwneud 2 phynciau gyrfaoedd?

Do ❑ Ewch i C.5b _

+Naddo ❑ Ewch i C.6a

mC.5b Pa mor ddefnyddiol oedd y sesiynau yma i chi?

RHOWCH GROES MEWN UN BL WCH YN UNIG Defnyddiol iawn ❑

Eithaf defnyddiol ❑

Ddim yn ddefnyddiol iawn ❑

Ddim yn ddefnyddiol o gwbl •1 D

C.6a A oes yna bobl (ar wah~n i’ch teulu neu’r Gwasanaeth Gyrfaoedd) yr ydych yn dibynnu arnyn nhw am

gyngor am addysg, gwaith neu faterion eraill sy’n eich poeni?m

Oes •l Ewch i C.6b

Nac oes ❑ Ewch i C.7 d

C.6b Pa un o’r rhain sy’n disgrifio’r person I pobl yma orau?

RHOWCH GROES AR GYFER POE UN SY’N BERTHNASOL

Ffrind

Athrolhyfforddwr

Gweithiwr iechyd I meddyg

Swyddog Prawf

Rhywun sy’n gweithio mewn gyrfa yr ydych yn ei hystyried

Arall (e.e. gweithiwr ieuenctid, cynghorwr,

gweithiwr cymdeithasol - rhowch fanylion)

•1

❑

El•1

•1

•1

+_

2

—

—

—

c

—

—

—

—

—

—

—

—

—

—

Wrth edrych yn 61 dros y flwyddyn ddiwethaf, a ydych yn teimlo eich bod wedi cael yr addysg, gwaith neu

hyfforddiant yr oeddech yn ei ddymuno?

RHO WCH GROES MEWN UN B1 WCH YN UNIG

Do ❑

+1 raddau ❑

Naddo ❑

Wrth feddwl am y newidiadau o fod yn yr ysgol ym Mlwyddyn 11 i’r hyn yr ydych yn ei wneud yn awr, pa

mor hawdd neu anodd oedd hi i chi wneud y newidiadau hyn?

RHOWCH GROES MEWN UN 61 WCH YN UNIG Hawdd iawn ❑

Gweddol hawdd •1

Gweddol anodd •1

Anodd iawn •1

Hoffem wybod beth yr ydych yn ei wneud ar hyn o bryd.

RHO WCH GROES MEWN LN BL WCH YN UNIG ER MWYN DANGOS BETH YW EICH ~F WEITHGAREDD

AlIan o waith/di-waith ❑

Prentisiaeth Fodern, Hyfforddiant Cenedlaethol, Hyfforddi leuenctid neuhyfforddiant arall wedi ei noddi gan y Ilywodraeth •1

+Mewn gwaith amser Ilawn (dros 30 awr yr wythnos) •1

Mewn gwaith rhan amser (OS dyma yw eich prif weithgareddl •1

Mewn addysg amser Ilawn mewn ysgol neu goleg addysg bellach (neu goleg

chweched dosbarth/coleg trydyddol) ❑

Edrych ar 61 $/teulu ❑+

Yn gwneud rhywbeth arall (rhowch fanylion)

~“

Hoffem wybod hefyd beth yr ydych wedi bod yn ei wneud dros y misoedd diwethaf.

RHOWCH GROES MEWN UN BL WCH AR GYFER POB MIS ER MWYN DANGOS I NI BETH FUOCH CHI YN El WNEUD BOB MIS,

NEU AM Y RHAN FWYAF O BOB MIS

+

AlIan o waith/di-waith

Prentisiaeth Fodern, HyfforddiantCenedlaethol, Hyfforddi Ieuenctid neu

hyfforddiant arall wedi ei noddigan y Ilywodraeth

Mewn gwaith amser Ilawn (dros 30awr yr wythnos)

Mewn gwaith rhan amser (OS dymayw eich prif weithgaredd)

Mewn addysg amser Ilawn mewn ysgolneu goleg addysg bellach (neu golegchweched dosbarth/coleg trydyddol)

Edrych ar 61 ~lteulu

Ar wyliau

Yn gwneud rhywbeth arall

1999

EBR MAI MEH GOR A WS MED HYD

❑ 000000

❑ lnnclclocl

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❑ ntlnclcln

❑ lclciclclncl

❑ lclclclclclcl

❑ nnnnno

❑ 000000

TACH

❑

❑

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•1

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❑

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1111 20001

RHAG : ION CHWE MAWRTH

❑

❑

•1

•1

❑

❑

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•1

11111

11

111

i111m1

❑

☞

❑

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❑

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•1

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❑

❑

❑

❑i

3

—

ADRAN 4:

Rhowch wybod i ni:

C.lla

C.llb

C.llc

+

Pa bynciau TGAU a astudiwyd gennych ym Mlynyddoedd 10 ac 11

Ym mha bynciau TGAU yr ydych wedi sefyll arholiad (peidiwch 2 chynnwys TGAU cyrsiau byr) d

Eich canlyniadau TGAU (peidiwch 5 chofnodi unrhyw ganlyniadau ail sefyll a gafwyd ers Biwyddyn 11 -

rydym yn holi am y rhai’n ar y dudalen nesaf). m

Mathemateg

Ffrangeg

Daearyddiaeth

Hanes

Celf a Dylunio

Crefft, dylunio athechnoleg

Almaeneg

Astudiaethau busnes

Gwyddoniaeth pwnc dwbl(cwblhewchddau flwch

canlyniadau)

Pvnciau TGAU eraiil

Nodwch y pynicau isod

Cvmwvsterau eraill

•1•1

•1❑

❑

❑

❑

❑

❑

❑

❑

+

•1

❑

❑

❑

•1

❑

:11I111111II

:11111I1ti1iI11111I111tIII11111111111*8I1

:1111IIt

i111t1!11I1111III111

, AlA*

❑ &n

❑ 40*

El+l❑ +0

Hoffem wybod am bob un o’ch arholiadau, defnyddiwch tudalennau ychwanegol os nad oes digon o Ie i

gyfnodi eich boil TGAU.

C.lla C.llbAstudiwyd Wedi se II

%arholiadT AU(rhowch groes) (rhowch groes)

TGAUSaesneg (iaithl

Saesneg (ll~n)

❑ +n1

❑ +011

❑&n1

lJ&D❑ +0

❑ :0E❑

1

I11

❑ &❑ +0❑&l

1

tl&

C.llcEich canlyniadau

(rhowch groes)

4-

B

•1

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❑

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B

•1

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c

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D

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•1

•1

•1

•1

•1

D

❑

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•1

•1

E

❑

•1

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E

❑

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F

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F

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G

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G

❑

•1

•1

•1

•1

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b-

❑

E

ci-r

uP

G

r

❑-E

rc

+-

Um•1

L

c

r

EM

❑1

1

+WRhowch fanylion unrhyw arholiadau cyhoeddus eraill yr ydych wedi eu sefyll yn yr ysgol ym

Mlynyddoedd 10 neu 11 (er enghraifft arholiadau CGCC, CGC, RSA, BTEC neu City & Guilds)

ENW’R CYMHWYSTER(e.e. CGCC Rhanun, CGCC,

CGC ac ati)

LEFEL Y CYMHWYSTER(e.e. Lefel 1 Sylfaen ac ati)

,

I 1

PWNC CANLYNIADAU -Nodwch y pwnc isod (e.e pasio, methu neu’r radd)

I 1 I i

A~ 7AN 5:

—C.12a

—

—

A ydych wedi ennill unrhyw gymwysterau fel TGAU, arhoiiadau A/S, Iefel A, CGC, CGCC ers diwedd .

Blwvddvn 11?

Peidiwch 5 dweud wrthym am eich canlyniadau ym

arholiadau yr ydych wedi eu hailsefyll ers hynny.

+

Mlwyddyn 11 ond nodwch ganlyniadau unrhyw

Do •1 Ewch i C.12b


C_2b

—

—

—

—

—

.

—

—

Pa gymwysterau ydych chi wedi eu hennill ers diwedd Blwyddyn 11?

TGAU

Nodwch y pynicau isod

I I

I I

Cvmwvsterau era ill

ENW’R CYMHWYSTER(e,e, arholiadauA/S, Iefel A,

CGCC, CGC ac atil

C13a

—

.

C.13b

A/A* B

❑ n

❑ ❑

❑ n

❑ ❑

❑ 0

LEFEL Y CYMHWYSTER[OSyn berthnasol)

I

Eich canlyniadau (rhowch groes)

CDE

❑ lcln

❑ 00

❑ DD

❑ 00

❑ 00

PWNCNodwchy pwnc isod

FGU

❑ 00

❑ 00

❑ 00

❑ 00

❑ 00

+

CANLYNIADAU(e.e pasio, methu neu’r radd)

I

I I I 1

Ers diwedd blwyddyn 11, a oes unrhyw gymwysterau yr ydych wedi cofrestru ar eu cyfer ond heb gychwyn

arnynt, neu wedi cychwyn eu hastudio ond wedi eu gadael heb sefyll arholiad neu gael asesiad ffurfiol?

Peidiwch 5 chynnwys cymwysterau yr ydych yn dal i’w hastudio - rydym yn holi am y rhain yn nes ymlaen.

+Wedi cofrestru ond heb gychwyn ❑

Wedi dechrau astudio ar gyfer cymhwyster ond wedi gadael ❑

Na, nid yw hyn yn berthnasol i mi ❑

Pa gymwysterau ydych chi wedi eu cychwyn ond heb eu cwblhau ?

ENW’R CYMHWYSTER(e.e.arholiadau A/S, Iefel A,

CGCC, CGC ac ati)

LEFEL Y CYMHWYSTER(OS yn berthnasol)

Ewch i C.14a

Ewch i C.13b

Ewch i C.14a

+PWNC

Nodwch y pwnc isod

5

C.13C Ar 61 i chi roi’r gorau, a wnaethoch chi adael y fan Ile’r oeddech yn astudio hefyd?

+Do •1 Ewch i C,13d _

Naddo •1 Ewch i C.14a

C.13ch Pa fath o sefydliad wnaethoch chi ei adael?

RHOWCH GROES MEWN UN BL WCH YN UNIG

Ysgol wladol (yn cynnwys ysgol a gynhelir trwy grant)

Ysgol annibynnol / preifat

Coleg chweched dosbarth (system wladol)

Coleg Addysg Bellach (system wladol)

Coleg annibynnol / arall

Canolfan hyfforddi

ADRAN 7:

C.14a

C.14b

C.15a

C.15b

C.15C

C.16

•1

❑ ☞

A ydych wedi cofrestru ar gyfer cwrs addysg amser Ilawn mewn ysgol neu goleg ar hyn o bryd?

Ydw ❑ Ewch i C. 14b

Nac ydw •1 Anwybyddwchy cwestiynaugwyrdd acewch i C.21a

A ydych yn dal i fynychu’r cwrs (yn cynnwys ares i’r tymor ail gychwyn)?

Ydw •1+

Nac ydw •1

A ydych yn dal wedi eich cofrestru yn yr ysgol yr oeddech yn ei mynychu ym Mlwyddyn 11?

Ydw

Nac ydw

Ym mhle yn bennaf, ydych chi’n dilyn eich cwrs, neu gyrsiau ar hyn o bryd

RHOWCH GROES MEWN UN BLWCH YN UNIG

Ysgol

Coleg chweched dosbarth

Coleg Addysg Bellach/trydyddol

Coleg annibynnol/arall

Canolfan hyfforddi preifat

Hyfforddiant gan eich cyflogwr/darparwr hyfforddiant

Eich man gwaith

Arall (nodwch yn y blwch isod)

Ysgrifennwch enw a chyfeiriad Ilawn eich ysgol neu goleg.

•1 Ewch i C.16

•1 Ewch i C. I 5b

•1

❑

•J

❑

•1

❑

•1•1

T-

Beth yw cyfanswm yr oriau yr ydych yn eu treulio bob wythnos (yn ystod y tymor) mewn gwersi, sesiynau =

tiwtorial, gwaith ymarferol, neu amser arall dan arolygaeth athro neu hyfforddwr?I I

NOf)WC/-/ YN Y BLWCH _ oriau yr wythnos

6

—

C.17

—

—

—

C_Bb

—

—

C9

—

—

co—

—

—

A yw eich cwrs, neu gyrsiau pr(~vnllt]l ytl cyt~rlwys cyft]od o brofiad gwaith?

Ydi •1

+ Nac Ydi ❑

Ddim yn siwr •1

A ydych yn derbyn grant cynnal oddi wrth eich ysgol/coleg/Awdurdod (Addysg) Lleol?

(Peidiwch , chynnwys grant sy’n ymwneud 5 ffioedd hyfforddiant)

Ydw - Lwfans Cynnal Addysg

Ydw - Grant Awdurdod (Addysgl Ileol arall

+ Ydw - Ysgol neu goleg

Nac ydw

Faint ydych chi’n ei dderbyn?

Y.SGRIFENNWCH HYN ISOD E

Pryd wnaethoch chi

(0s ydych yn dal yn

A yw’r swm yma ar gyfer : Tymor

Blwyddyn

Cvfnod arall (nodwch isod)

gychwyn y cwrs, neu’r cyrsiau yma?

yr ysgol, pryd wnaethoch chi ddechrau Blwyddyn 12

Mis

Nodwch y mis a’r flwyddyn:

(e.e. Ion = 01, Chwef = 02, ac ati) 1 I

❑ Ewch i C.18b

❑ Ewch i C.18b

•1 Ewch i C.18b

❑ Ewch i C.19

❑

❑

•1

/ yn y 6ed Dosbarth?)

Blwyddyn

I 1 I i I

Pryd ydych chi’n disgwyl gorffen y cwrs, neu gyrsiau hyn? (0s ydych chi’n dal yn yr ysgol, pryd ydych chi’n

disgwyl gadael ysgol?)

RHOWCH EICH AMCANGYFRIF GORAU Mis Blwyddyn


(e.e. Ion = 01, Chwef = 02, ac ati) n~

NEU TICIWCH Ddim yn gwybod ❑

—

.

—

•1 Ewch i C.21b

•1 Ewch i C.22a

c71a Ac eithrio unrhyw gyrsiau yr ydych eisoes wedi eu nodi ar y tudalennau diwethaf, a ydych wedi cofrestru ar

gwrs addysg rhan amser, heb gynnwys unrhyw gwrs yr ydych yn ei ddilyn fel rhan o’ch diddordebau amser—

hamdden?

Peidiwch 5 chynnwys cyrsiau sy’n rhan o waith neu gwrs hyfforddi amser Ilawn - byddwn yn ymdrin ~’r

— rhain yn nes ymlaen. [Dylech gynnwys unrhyw gyrsiau trwy ohebiaeth a chyrsiau dysgu agored)

Ydw

Nac ydw

C~21b Ym mhle yn bennaf ydych chi’n dilyn eich cwrs rhan amser?

0s ydych yn dilyn mwy nag un cwrs rhan amser, rhowch fanylion ar gyfer

. RHO WCH GROES MEWN Coleg Addysg Bellach (system wladol)

UN BL WCH YN UNIG Coleg preifat

Canolfan hyfforddi preifat

Canolfan hyfforddi sy’n cael ei rhedeg gan eich cyflogwr●

Gwaith

Cartref

Rhywle Arall

y ~f gwrs.

❑

•1

❑

❑

•1

❑

❑

7

C.21C Pwy sy’n talu am y cwrs rhan amser yma? (0s oes mwy nag un, rhowch groes ar gyfer yr un sy’n talu @afl

RHOWCH GROES MEWN UN BL WCH YN UNIG

Fy nghyflogwr ❑

Fy rhieni/teulu/fi fy hun •1 +

Nid oes angen talu unrhyw ffioedd ar y cwrs ❑ m

Telir am y cwrs mewn Hordd arall ❑

ADRAN 9:

C.22a Ar hyn o bryd, a ydych yn astudio ar gyfer cymwysterau TGAU, Iefel A neu A/S?

Ydw ❑ Ewch i C.22b ~

Nac ydw ❑ Ewch i C.23a+

C.22b Nodwch pa gymwysterau a phynciau yr ydych yn eu hastudio.D

05 YDW, NODWCH ENW’R PWNC PWNC (YSGRIFENNWCH YN Y BLWCH)

-

TGAU: Ydw •1

Nac ydw ❑H

AIS: Ydw

Nac ydw ❑

Lefel A:

‘Ydw ~ ~:1C.23a A ydych yn astudio ar gyfer cymwysterau CGCC [Cymhwyster Galwedigaethol cenedlaethol) ar hyn o bryd~

(Peidiwch, chynnwys CGC yma 5 mae’r rhain yn cael eu trafod yn nes ymlaen)

Ydw •1 Ewch i C.23b

Nac ydw •1 Ewch i C.24a

+

C.23b Nodwch a) Iefel y CGCC yr ydych yn ei astudio b) a ydych yn astudio ar gyfer cymhwyster Ilawn neu ar

gyfer rhai unedau yn unig ac c) y pwnc/pynciau.

al b) c)LEFEL ASTUDIO AR GYFER PWNC

(rhowch groes) (rhowch groes) Nodwch Isod +

Cym-hwyster Rhai unedau yn unig

Ilawn

Sylfaen ❑ •1 NEJJ ❑ I I

Canolradd ❑ •1 Wn

C.24a A ydych yn astudio ar hyn o bryd ar gyfer CGC (Cymhwyster Galwedigaethol Cenedlaethol) neu unrhyw

8

gymhwyster galwedigaethol neu broffesiynol arall, yn cynnwys cymwysterau BTEC, City tt Guilds neu RSA?

(Peidiwch , chynnwys CGCC, TGAU, Iefel A neu arholiadau A/S).

Ydw •1 Ewch i C.24b ● -

Nac ydw ❑ Ewch i C.24C

C.24b Rhowch fwy o wybodaeth i ni am y cymhwyster/cymwysterau yr ydych yn ci/cu astuclio/hastuciio

RHOWCH GROES YN Y BL WCH NEU’R BLYCHAU, O DAN (a) ER M WYN DANGOS AR GYFER BETH YR YDYCH YN ASTUDIO,—YNA CWBLHEWCH (b) AC (C) YNOL YR ANGEN

(a) (b) (c)ASTUDIO AR GYFER PRIF BWNC LEFEL CGC

(rhowch groes) e.e Arlwyo a chroesawiaeth (rhowch groes)

CYMHWYSTER RHAI (Porthor Cegin)

LLAWN “ UNEDAU YN UNIG Nodwch isod 1 2 3 DDIM YN SIWR

CGC ❑

—

—

(a)ASTUDIO AR GYFER

(rhowch groes)

E ~C (heb ei gynnwys uchod)

—

Tystysgrif Cyntaf ❑

Diploma Cyntaf ❑—

Tystysgrif/Diploma Cenedlaethol ❑

—BTEC Arall ❑

CITY & GUILDS (heb ei gynnwys uchod)

Rhan 1—

Rhan 2/Creftt/Canolradd ❑

— Rhan 3/Terfynol/Crefft Uwch ❑

City & Guilds Arall ❑

(b)PRIF BWNC

e.e Arlwyo a chroesawiaeth

(Porthor Cegin)

Nodwch isod 1

~ -n

~ ‘n

~ .n

1

~ “n

~ ‘n

~ ‘n

~ ‘n—

+~-A (heb ei gynnwys uchod) 1

—Tystysgrif ❑ ~ “n

Diploma Cyntaf ❑ ~ “n—

Diploma Uwch ❑ ~ “n

— RSA Arall ❑ I

I ‘MWYSTERAU GALWEDIGAETHOL NEU BROFFESIYNOL ERAILL

ENW’R CYMHWYSTER

(c)

LEFEL CGC(rhowch groes)

2

❑

❑

❑

❑

2

❑

❑

❑

❑

2

❑

❑

❑

❑

3

❑

❑

•1

❑

3

0

❑

❑

•1

3

c1

•1

•1

❑

DDIM YN Sl&R

❑

❑

❑

❑

DDIM YN SIWR

❑

❑

❑

❑

DDIM YN SltiR

❑

❑

❑

❑

PRIF BWNC LEFEL CGC CYFATEBOL

9—

C.24C Beth yw cvfanswm yr oriau bob wythnos (yn ystod y tymor) yr ydych yn eu treulio mewn gwersi, yn astudio

neu dan hyfforddiant gan gynnwys yr amser yr ydych yn ei dreulio yn astudio ar eich pen eich hun a thy{

eich athro, cyfarwyddwr neu hyfforddwr?

NOD WC!-I YN Y BLWCti: ~ niferyroriau -

m Dydw i ddim yn astudio neu mewn hyfforddiant ❑m

ADRAN 10:

C.25

+

C.26

C.27

C.28

A ydych wedi cael gwaith amser Ilawn neu waith rhan amser neu wedi derbyn hyfforddiant wech ei noddi

gan y Ilywodraeth ar unrhyw adeg ers diwedd Blwyddyn 11?

Do ❑ Ewch i C.26-

Naddo •1 Ewch i C.52a ar tudalen 14

A ydych ar hyn o bryd mewn gwaith neu hyfforddiant wedi ei noddi gan y Ilywodraeth amser Ilawn neu ran ,

amser? +

Ydw •1 Ewch i C.27

Nac ydw •1 Ewch i C.52a ar tudalen 14

Atebwch y cwestiynau isod am eich gwaith neu eich hyfForddiant presennol [OS oes gennych fwy nag un,

atebwch am yr un sydd ~’r oriau mwyaf).

Pryd wnaethoch chi ddechrau’r gwaith neu’r hyfforddiant yma?

Mis


(e.e. Ion = 01, Chwef = 02, ac atil 1 1

Beth yw enw’r swydd/gwaith yr ydych yn cael eich hyfforddi ar ei gyfer?

YSGRIFENNWCH YN Y BL WCH:

Blwyddyn

I I 1 1

C.29 Pa waith ydych chi’n ei wneud yn bennaf yno?

YSGRIFENN WCH YN Y BL WCH:

C.30

C.31

Gan gynnwys chi eich bun, tua faint o bobl sy’n gweithio yn yr un Ile 5 chi?

1-9 •1

10-24 •1

25-49 ❑

50-99 ❑

100 neu fwy ❑

Beth mae’r cwmni neu’r corff Ile’r ydych yn gweithio neu’n derbyn hyfforddiant yn ei wneud?

(0s ydych yn hunan-gyflogedig, dywedwch beth yr ydych chi yn ei wneud)

YSGRIFENNWCH YN Y BLWCH:

C.32a A ydych chi’n gyflogwr, yn weithiwr neu’n hunan-gyflogedig?

+ Cyflogwr (gyda gweithwyrl ❑ Ewch i C.33

Hunan-gyflogedig (dim gweithwyr) ❑ Ewch i C.33

Gweithiwr ❑ Ewch i C.32b

10

c ?Zb

—

—

C.33

.

C:4

—

C35

—

—

—

C-36

—

( 17a—

—

C 17b

.

—

( 17C—

e38a

—

A ydych yn rheolwr neu’n oruchwyliwr?

Rheolwr

Goruchwyliwr

Nid wyf yn rheolwr neu’n oruchwyliwr

A ydych wedi eich cyflogi’n barhaol neu a yw’r gwaith yn swydd dros dro?

Parhaol

Dros dro

Ddim yn sifir

A yw’r gwaith neu’r hyfforddiant yma yn rhyw fath o brentisiaeth?

Ydi

+Nac ydi

Ddim yn siwr

❑

❑

❑

❑

❑

•1

•1❑

•1

Faint o arian fyddwch chi’n ei gael ar ddiwedd bob wythnos neu bob mis o’r gwaith neu’r hyfforddiant yma,

ar 61 tyniadau ond gan gynnwys t~l bonws neu oramser?

(Ar gyfer hyfforddiant peidiwch 3 chyfrif unrhyw Iwfans teithio neu Iety a dderbyniwyd)

NODWCH Y .SWM YN Y BLWCH:

+Bob wythnos: EE:m

M bob mis: CID

c

c

Faint o oriau ydych chi’n eu gweithio bob wythnos yn y gwaith neu’r hyfforddiant yma, gan gynnwys

goramser?

NODWCH YN Y BLWCH: 1 awr yr wythnos

A oes gennych ar hvn o bryd ...

RHO WCH GROE5 MEWN UN BL WCH YN UNIG

Un swydd neu Ieoliad hyfforddi ❑ Ewch i C.38a

Mwy nag un swydd neu Ieoliad hyfforddi ❑ Ewch i C.37b

Beth yw cyfanswm yr arian y byddwch yn ei gael ar ddiwedd bob wythnos neu bob mis o’ch hell waith a

hyfforddiant, ar 61 tyniadau ond gan gynnwys t51 bonws neu oramser?

[Ar gyfer hyfforddiant peidiwch , chyfrif unrhyw Iwfans teithio neu Iety a dderbyniwyd).

NOD WCH Y SWM YN Y BL WCH:

Bob wythnos:+

LEEI:C13C

~ bob mis: ,E:m.

Beth yw cyfanswm yr oriau yr ydych yn eu gweithio bob wythnos?

NODWCHYiVYBLWCH: awr yr wythnos

A ydych, ar unrhyw adeg ers i chi ddechrau eich swydd neu eich hyfforddiant presennol, wedi derbyn

cynllun ysgrifenedig sy’n nodi’r hyfforddiant y dylech ei dderbyn?

(0s oes gennych fwy nag un swydd/lleoliad hyfforddiant, atebwch ar gyfer yr un sydd a’r mwyaf o oriau).

Do ❑ Ewch i C.38b+ Naddo •1 Ewch i C.39a

Ddim yn siwr ❑ Ewch i C.39a

11

C.38b A yw’r hyfforddiant a gawsoch wedi dilyn y cynllun hyfforddi a roddwyd i chi?

Do ❑

Naddo ❑

Nid wyf wedi derbyn unrhyw hyfforddiant ❑

Nid yw fy hyfforddiant wedi dechrau eto ❑ -

C.39a A oes unrhyw un o’r canlynol yn rhan o’ch gwaith neu’ch hyfforddiant: Prentisiaeth Fodern, Hyfforddiant

Cenedlaethol, neu hyfforddiant arall a noddir gan y Llywodraeth. Dylid cynnwys hyfforddiant sy’n cael ei

adnabod weithiau fel Hyfforddiant i’r Ifanc [Yl).

+ Oes

Nac oes

Ddim yn siwr

C.39b Pa fath o hyfforddiant?

RHOWCH GROES MEWIV UN BLWCH Prentisiaeth Fodern

Hyfforddiant Cenedlaethol

+ HylYorddiant i’r Ifanc

Hyfforddiant arall (ysgrifennwch isod)

C.40 A yw’r hyfforddiant yma yn golygu cyfnodau o waith neu Ieoliad gwaith?

Ydi

Nac ydi

C.41 A yw’r hyfforddiant yma yn rhan o’r canlynol?

RHOWCH GROES MEWN UN BL WCH YN UNIG Swydd amser Ilawn

C.42a A

C.42b A

C.43a A

Swydd rhan amser

Neu nid yw’n rhan o swydd

yw’r hyfforddiant yma yn gwrs amser Ilawn mewn coleg? Ydi

Nac ydi

yw’r hyfforddiant yma yn golygu cyfnodau o astudio yn y coleg? Ydi

Nac ydi

•1 Ewch

•1 Ewch

❑ Ewch

❑

❑

•1❑

C.39b

C.43a

C.43a

+

❑

❑

❑ Ewch i C.43a

❑ Ewch i C43a

❑ Ewch i C.42a

❑ Ewch i C.43a

•1 Ewch i C.42b

•1

•1

ydych chi’n ymwybodol bod gennych bawl cyfreithiol mewn rhai amgylchiadau i gael amser i ffwrdd

gwaith gyda th~l er mwyn astudio neu hyfforddi ar gyfer rhai cymwysterau?

Ydw •1 Ewch

Nac ydw ❑ Ewch

+ Ddim yn siwr ❑ Ewch

C.43b A ydych wedi manteisio ar hyn, neu a ydych yn bwriadu gwneud hynny?

Do - eisoes wedi gwneud hynny •1

Do - heb wneud hynny ond wedi trafod y peth gyda’m cyflogwr •1

Do - rwy’n bwriadu gwneud hyn •1

Naddo - nid yw’n debygol o fod yn berthnasol i mi •1

Naddo - fe all fod yn betthnasol i mi ond nid wyf eisiau parhau i astudio •1

Naddo - rwyf fi eisiau, ond nid yw fy nghyflogwr yn awyddus ❑

Ddim yn gwybod ❑

ADRAN 11:

C.43b

C.44

C.44

o’v

C.44 A ydych wedi derbyn unrhyw hyfforddiant yn y awaith, hynny yw, hyfforddiant yn ystod eich gwaith arfero

+ Do - yn y 4 wythnos diwethaf •1d

Do - mwy na 4 wythnos yn N •1

Naddo - wedi cael cynnig gan fy nghyflogwr ond heb fanteisio arno ❑ u

Naddo - nid yw fy nghyflogwr wedi cynnig •1

12

—

C.45a

—

C.+3b

C.=6

—

C.47

—

—

C>8a

—

—

CA8b

—

C_9a

—

C 9b—

—

—

(’ A,9~

—

( ,Oa

—

—

A gynigiwyd unrhyw hyfforddiant cfflw~dd o’r qwaith, hynny yw hyfforddiant y tu allan i’ch gwaith arferol,

ers diwedd Blwyddyn 11?

Do •1

Naddo ❑

A ydych wedi derbyn unrhyw hyfforddiant i ffwrdd o’r gwaith i chi ers diwedd Blwyddyn 11?

Do •1 Ewch i C.46

Naddo •1 Anwybyddwch y

cwestiynau gwyrdd ac

ewch i C.52a

A ydych wedi derbyn unrhyw hyfforddiant i ffwrdd o’r gwaith yn ystod y 4 wythnos diwethaf?+

Do •1

Naddo •1

Ble mae/cafodd yr hyfforddiant i ffwrdd o’r gwaith ei gynnal?

RHOWCH GROES AR GYFER FOB UN SY’N BERTHNASOL

+Coleg Addysg Bellach (system wladol) ❑

Coleg preifat •l

Canolfan hyfforddiant preifat ❑

Adeilad y cyflogwr/canolfan hyfforddi’r cyflogwr ❑

Rhywle arall •1

A oedd, neu a yw yr hyfforddiant yn golygu cael eich rhyddhau am ddiwrnod o’r gwaith?

(Ystyr rhyddhau am ddiwrnod yw eich bod yn treulio diwrnod neu banner diwrnod yn rheolaidd mewn

hyfforddiant i ffwrdd o’ch gwaith arferol. Er enghraifft, efallai eich bod yn gweithio o ddydd Llun i ddydd

Iau bob wythnos ac yn treulio dydd Gwener mewn coleg).

Ydi ❑ Ewch i C.48b

No ❑ Ewch i C.49a

Faint o ddyddiau yr ydych, neu y gwnaethoch, eu treulio ar ryddhad am ddiwrnod bob mis?

+NOD WCH YN Y BL WCH:

diwrnod bob mis

A yw, neu a oedd, yr hyfforddiant yn golygu cael eich rhyddhau am gyfnod bloc o’r gwaith?

(Ystyr cyfnod bloc yw treulio amser, er enghraifft wythnos neu fis, mewn hyfforddiant i ffwrdd o’ch man

gwaith arferol)

Oedd ❑ Ewch i C.49b

Nac oedd •1 Ewch i C.49C

Sawl diwrnod a dreuliwyd gennych neu sawl diwrnod fyddwch chi’n eu treulio ar rvddhad bloc?

ATEBWCH YN NHERMAU WYTHNOSAU BOB MIS NEU WYTHNOSAU BOB BL WYDDYNRHOWCH EICH AMCANGYFRIF GORAU

Ysgrifennwch nifer o wythnosau pob mis:

+

Ysgrifennwch nifer o wythnosau pob flwyddyn:

A yw, neu a oedd, yr hyfforddiant yn cynnwys dosbarthiadau nos?

❑

Oedd •1

Nac oedd •1

Sut fyddech chi’n disgrifio’r hyfforddiant yr ydych yn ei dderbyn/wedi ei dderbyn?

Ardderchog ❑

Da ❑

Gweddol ❑

Gwael ❑

13

C.50b A ydych wedi derbyn, neu a ydych yn derbyn, gormod o hyfforddiant, dim

o hyfforddiant?

Gormod o hyfforddiant

Dim digon o hyfforddiant

Digon o hyfforddiant

C.51a I ba raddau fyddech chi’n dweud fod yr hyfforddiant wedi bod o help i chi

Help mawr

Ychydig o help

+ Ddim Ilawer o help

Dim help o gwbl

Rhy gynnar i ddweud

C.51 b A yw, neu a oedd, yr hyfforddiant yn arwain at gymhwyster? Ydi

Nac Ydi

ADRAN 12:

iigon o hyfforddiant, neu ddigon

❑

❑

•1 d

yn eich gwaith?

C.52a A ydych wedi gweithio am d21 yn ystod yr wythnos ddiwethaf, hynny yw yn y 7 diwrnod diwethaf?

l?/-/OWCHGftOE.S MEWN Do, gwaith amser Ilawn (dros 30 awr yr wythnos) ❑ Ewch i C.55a

UN Bi WCH YN UNIG Do, gwaith rhan amser ❑ Ewch i C.54a

Do, gwaith achlysurol ❑ Ewch i C.54a

Naddo ❑ Ewch i C52b

C.52b A oedd hyn oherwydd bod gennych chi swydd ond eich bod i ffwrdd o’r gwaith yr wythnos diwethaf?

+ Oedd ❑

Nac oedd ❑

C.52C A wnaethoch unrhyw waith di-d~l yn yr wythnos diwethaf, ar gyfer unrhyw fusnes yr ydych chi neu

berthynas i chi yn berchen arno?

Do ❑

Naddo ❑

C.52d A ydych yn ares i ddechrau mewn swydd yr ydych newydd ei chael?

Ydw ❑

Nac ydw ❑

C.53a A ydych wedi bod yn chwilio am waith neu Ieoliad hyfforddi yn ystod y 4 wythnos diwethaf?

Do ❑ Ecwh i C.53b

Naddo ❑ Ecwh i C..53C

C.53b Pe baech yn cael cynnig swydd, neu Ieoliad hyfforddi yr wythnos hen, a fyddech chi’n gallu dechrau o fek I

2 wythnos?

Byddwn

Na fyddwn

C.53C Pam nad ydych chi wedi bod yn chwilio am swydd neu Ieoliad hyfforddi?

RHOWCH GROES AR Rwy’n ares am ganlyniadau caisGYFER Y PR/F RESWM am swyddlcael fy asesu gan asiant hyfforddi

Rwy’n fyfyriwr

+Rwy’n gofalu am fy nheulu/cartref

Rwy’n sal neu wedi fy snafu dros dro

Rwy’n sal neu wedi fy snafu am dymor hir

Nid wyf yn credu bod swyddi ar gael

Nid wyf wedi dechrau chwilio eto

Rheswm arall (ysgrifennwch yn y blwch isodl

u

❑ Ewch i C. .54a

•1 Ewch i C. .54a

● -

•1 -

•1•1•1

9

•1

•1•1•1

m

-14

—

C.54a

—

C. lb—

C>a

C. ;b—

—

.

—

—

Pe baech yn dechrau

disgwyl ei ennill?

NODWCH YN Y BLWCH:

mewn gwaith amser Ilawn yn y misoedd nesaf, faint o gyflog wythnosol fyddech chi’n

El. Nid wyf yn chwilio am waith amser Ilawn ❑

Beth yw’r tiil wythnosol isaf y byddech yn ei ystyried ar gyfer swydd amser Ilawn?

NODWCH YN Y BLWCH: f m. Nid wyf yn chwilio am waith amser Ilawn ❑

A ydych yn cael unrhyw fudd-daliadau rheolaidd, fel Cymorthdal incwm, Budd-daliadau Anabledd neu

unrhyw fudd-daliadau eraill?

+Ydw ❑

Nac ydw ❑

Ewch i C,55b

Nodwch y cytarwyddiad

Faint ydych chi’n ei gael fel arfer?I I I 1

NODWCH Y SWM: Bob wythnos d I I 1:1 I Ic

uwchben-C.55c

m bob pythefnos:‘-’EC

! 1

0s ydych mewn addysg, hyfforddiant neu waith ar hyn o bryd (neu am Iawer o’r amser) ewch ymlaen i C.56a

C.tic 0s nad ydych mewn addysg, hyfforddiant neu waith ar hyn o bryd (neu am Iawer o’r amser), dywedwch

beth yw’r prif resymau am hynny yn eich barn chi.

RHOWCH GROES AR GYFER Angen mwy o gymwysterau neu sgiliau •1— POB UN SY’N BERTHNASOL Edrych ar 61 cartref/plant •1

Edrych ar 61 y teulu ❑

Iechyd gwael neu anabledd •1

problemau Ilety •1

problemau teulu •1

Anawsleram Ieithio e.e. dim car, cludiad cyhoeddus •1

Byddwn yn waeth fy myd mewn gwaith/ar gwrs •1

Problemau cyffuriau/alcohol ❑

Record droseddol ❑

Nid oes swyddi neu gyrsiau addas ar gael ❑

— Nid wyf wedi penderfynu pa fath o waith neu gwrs i’w wneud ❑

Yn cymryd egwyl o astudio ❑

Rheswm arall ❑—

~“

A~RAN 13: . .-

C756a

—

.

Byddai o gymorth i ni wybod ychydig mwy amdanoch chi a’ch cartref.

Pwy sy’n byw yn yr un cartref , chi?

RHO WC/-/ GROE.S AR GYFERL Tad ❑ +PA WB .SY’N BERTHNASO Llysdad ❑

+Mam •1

Llysfam •1

Eich plant eich hun •1

Brodyr neu chwiorydd ❑ ~ Faint? (rhowch y nifer)

Pobl eraill (nodwch eu perthynas,chi (e.e. nain/mam-gu/ffrind) ❑ ~ Faint? (rhowch y nifer)

~U Rwy’n byw ar fy mhen fy hun ❑

15

C.56b A phwy oedd yn byw gyda

RHOWCH GROES AR GYFERPA WB SY’N BERTHNASOL

chi pan oeddech yn 10 oed?

Tad ❑ +

Llysdad •1

Mam •1

Llysfam ❑ I 1-Brodyr neu chwiorydd ❑ ~ Faint? (rhowch y nifer)

Pobl eraill (nodwch eu perthynas,chi (e.e. nain/mam-gu/ffrindl) ❑ + Faint? (rhowch y nifer) m-

1 I-

Ar gyfer C.57a-57e rhowch wybod i ni am eich rhieni neu eich Ilysdad neu Iysfam sydd yn byw gyda chi ar hyn o bryd,

C.57a

C.57b

C,57C

C.57th

C.57d

C.57dd

C.57e

c.57f

A yw eich rhieni (neu eich Ilysdad neu Iysfam) mewn gwaith amser Ilawn ar hyn o bryd?

RHOWCH GROES YN Y BL WCH AR GYFER Y FAM A’R TAD0

Tad Mam(Ilysdad) (Ilysfam)

Ydi •1 ❑ 9

Nac ydi ❑ ❑

Beth yw swyddi presennol eich rhieni (neu eich Ilysdad neu Iysfam] (neu os nad ydyn nhw mewn gwaith _

amser Ilawn ar hyn o bryd, beth oedd eu gwaith mwyaf diweddar)?

Tad (Ilysdad) Mam (Ilysfam)

Pa fath o waith mae/oedd eich rhieni (neu eich Ilysdad neu Iysfam) (yn ei wneud yno)? +


I ba fath o gwmni neu gorff y mae/oedd eich rhieni (neu eich Ilysdad neu Iysfam) yn gweithio?


A yw/a oedd, eich rhieni (neu eich Ilysdad neu Iysfam) yn hunan-gyflogedig? Tad Mam

+ Ydi

Nac ydi

A yw/a oedd eich rhieni (neu eich Ilysdad neu Iysfam) yn goruchwylio neu’n

Ydi

Nac ydi

A gafodd eich rhieni (neu eich Ilysdad neu Iysfam) un neu fwy o Iefelau A?

Do

Naddo

Ddim yn siwr

A gafodd eich rhieni (neu eich Ilysdad neu Iysfam) radd?

Do

+ Naddo

Ddim yn siwr

(Ilysdad) (Ilysfam)

•1 ❑

❑ ❑

rheoli qrwp o bobl?T;d

(Ilysdad)

❑

❑

Tad

(Ilysdad)

❑

❑

•1

Tad

(Ilysdad)

❑

❑

❑

Mam(Ilysfam)

❑

❑

Mam(Ilysfam)

❑

❑

•1

Mam(Ilysfam)

❑

•1

•1

16

C-58

—

C 9a

C-9b

C39C

—

C “,9th

—

C.59d

—

—

c 60

—

—

c 61

—

—

i ;2

—

ti3a

—

—

I ba un o’r grwpiau canlynol ydych chi’n perthyn?

Bydd eich ateb yn ein helpu i wybod sut mae’r polisiau cyfle cyfartal yn gweithio.

+Gwyn ❑ Asia: India •1

& Caribi ❑ Pacistan •1

Affrica •1 Bangladesh ❑

Du arall ❑ Tsieina ❑+

Asia arall ❑ Unrhyw grwp ethnig arall (nodwch isod) ❑

A oes gennych anabledd neu broblem iechyd, a fydd yn parhau am fwy na blwyddyn ac sy’n effeithio ar

eich gallu i gyflawni gweithgareddau arferol dydd i ddydd?

Oes

Nac oes

A ydych yn adnabod 5 gennych anghenion addysgol arbennig?

Ydw

Nac ydw

A oes gennych ddatganiad o anghenion addysgol arbennig?

Oes - yn hwyr yn fy nghyrfa ysgol

Oes - yn gynnar yn fy nghyrfa ysgol

Nac oes

A ydy’r ddatganiad wedi gael eu tynnu’n 61?

Ydy

+ Ydy - Ond wnaeth cymorth chwanegol ar gyfer fyX2ang enion ad ysgol arbennig parhau

Nac ydy

A ydych wedi bod mewn gofal preswyl neu ofal maeth o’r blaen?

Do - beth amser yn 61

Do - tan diweddar

Do - rwyf ar fin gadael

Do - rwyf mewn gofal ar hyn o bryd

Naddo

Ym mha fath o d~ ydych chi’n byw?

RHOWCH GROES MEWN ~ sy’n eiddo i’ch rhieni neu i chi eich hunUN BL WCH YN UNIG lj ar rhent gan y Cyngor

War rhent gan gymdeithas tai

~ wedi’i rhentu’n breifat

Mewn hostel

Arall (nodwch isod)

Meddyliwch yn 61 i Flwyddyn 11 (y 5ed flwyddyn), a wnaethoch chi chwarae

RHOWCH GROES MEWN Am wythnosau ar y troUN BLWCH YN UNIG Am sawl diwrnod ar y tro

Am rai dyddiau neu wersi penodol

Ar gyfer ambell i ddiwrnod neu wers

Byth

❑

❑

❑ Ewch i C.59th

❑ Ewch i C.59th

❑ Ewch i C.59d

❑

•1

•1

•1

❑

•1❑

❑

•1

•1

❑

❑

•1

•1

triwant

❑

❑

❑

❑

❑

o’r ysgol?

A gawsoch chi eich gwahardd o’r ysgol o gwbl ar unrhyw adeg yn ystod Blynyddoedd 10 neu 11?

Do, gwaharddiad parhaol (diarddel) ❑

Do, gwaharddiad am gyfnod penodol (atal) ❑

Naddo ❑

A oedd eich rhiant(rhieni) neu bobl eraill oedd yn gyfrifol amdanoch yn mynychu nosweithiau rhieni?

Bob tro •1+

Yn rheolaidd •1

Ddim yn aml iawn •1 TROWCH YByth •1 DUDALEN

17

C.63b

C.63C

C.64

C.65

Pan oeddech yn ifanc a oedd eich rhiant(rhieni) neu bobl eraill oedd yn gyfrifol amdanoch yn dadlen i chi

gyda ’r nos? Bob nos •1

Yn aml ❑-

+Weithiau ❑ +

Ddim yn aml iawn ❑ u

Byth ❑

A oedd eich rhiant(rhieni) neu bobl eraill oedd yn gyfrifol amdanoch yn eich helpu gyda phethau fel gwai I

ysgol, dewisiadau, neu baratoi ar gyfer arholiadau? Yn aml

Weithiau

Ddim yn aml iawn

Byth

Dyma rai pethau y mae pobl wedi eu dweud. Hoffem wybod beth yw eich

RHOWCH GROES MEWN UN BL WCH AR GYFER POB GOSODIAD

Nid yw’r rhan fwyaf o gyflogwyr yn rhoi’r math iawn o

hyfforddiant i bobl ifanc yn y gwaith

Wrth chwilio am waith, rwy’n fwy awyddus i gael swydd

swydd sy’n cynnig hyfforddiant yn hytrach na’r un sy’n talu orau

Rwy’n credu bod cynllunio ar gyfer y dyfodol yn wastraff amser

Rwy’n gwybod sut i gael gwybodaeth am gyfleon gwaith,

hyfforddiant neu addysg yn y dyfodol

Rwy’n cael digon o gefnogaeth ar gyfer cynllunio fy nyfodol

•1-

❑

❑

•1

❑

barn chi.-

Cytuno Anghytuno Ddim yn

gwybod

❑ cl-

❑ ❑ •1

❑ ❑ ❑ -

❑ •1 ❑ rn

•1 •1 ❑

Nodwch isod os oes unrhyw beth yr hoffech chi sbn amdano yr ydych wedi ei wneud yn ystod y flwyddyn

ddiwethaf, neu ynglyn a’ch cynlluniau at y dyfodol, ysgrifennwch isod (gan ddefnyddio tudalen ychwaneg~

os oes angen).I

ADRAN 14:

C.66 Printiwch eich enw Ilawn, eich cyfeiriad arch rhif ffhn isod os gwelwch yn dda:

‘n” cyn’af:~ Cyfenw ~

Cyfeiriad: I

C6d Post: ~ ‘hif ‘fhn: ~-

C.67 Mae’n bosib y byddwn yn cynnal arolwg dilynol. Rhag ofn y byddwn yn cael trafferth anfon y post atoch os byddwch

yn symud, PRINTIWCH enw, cyfeiriad a rhif ffbn rhywun (sydd , chyfeiriad gwahanol i’ch un chi) a fydd yn gwybod b

i gael gafael arnoch (rhywun fel ewythr, modryb, brawd neu chwaer hjn neu ffrind ages).

Mr/Mrs/Ms/Miss I ‘n” cYfltaf~ Cyfen”: ~-

Cyfeiriad: -

+ I

Cbd Post: ~ Rhif ff6n: ~“

DYCHWEL WCH

DIOLCH I CHI

YR HOLIADUR

AM EICH HELR

YN YR AMLEN A DDARPARWYD18

—

—

—

—

—

—

—

—

—

APPENDIX 6

Postcard reminder for the main survey

—

I I I I

4

I I I I I I I I

J3 march2MRI

$dnvuys 2000: Surveyoftheexperiencesof 16-21 yearolds

Recently the Department for Education and Employment wrote 10 you asking you to take part in research about

your experiences in and out of work, education and training. SKIfar, we have not received a reply from you.

If you have already returned the questionnaire that we sent, (hen thank you and please accept my apologies for

troubling you again.

If you have not returned the questionnaire then 1hope ~at you witt be able to find Usetime to fill it in. You will not

need to answer all the questions and it should not take you too long to complete.

Yourview areinporhmt

Please return your questionnaire as snon as possible. I would like to stress that all your answers will be treated incomplete cotiidenee.

If you have any probIems filling in the questionnaire, please call our FREEHELPLINEon080001870t t.

NwIRwsoIIRSGB

I J I I I I

IPalhwaysEr@Welsh,pm6 3

+

2EmmJ, 14:51 I

I I I I

+

I I I I I I

+ 1~ ma I

13Mad 2M0

hthwa~ 2000:Arohvgobrofiaduupoblifaincrhwng16a21oed.

Yn rhiiweddar ysgrifermndd yr Adran Addysg a Chyflogaeth atoch yn gofyn i chi gymryd rhan mewn ymchwilynghylch eich profiadau mewn gwaith ac yn ddi-wairth, mewn addy sg a dars hyfforddiam. Hyd yn hyn nid ydymwedi derbyn aleh.

0s ydych wedi dychwelyd yr hrrliadur a anfonwyd amch yn tmrod, yna diolch i chi a derhyniwch fy

ymddiheuriadau am eich fweni eto.

0s nad ydych wedi dychwel yd yr hrrliadur, yna gobeithiaf y gwnewch ddrsd o hyd i’r amser i’w gwblhau. Ni fyddrhaid i chi ateb yr hell gwesti ynau ac ni ddylai gymrd gormnd o amser i‘w gwblhau.

Maeeichbumynbwysig.

Dychwelwch yr holiadur cyn gynted ~ phosihl os gwelwch yn dda. Hoffwn bwysleisio y bydd eich hrdl atebirm yn

cael eu cadw’ n hollol gyfrinachol.

0s nes gennych unrhyw brnblemau ynghylch cwblhau’r holiadur, ffrmiwch ein LLINELL GYMORTH RHAD AC

AMDDIMarOfK)O0187011.

Yn gywir,

N&lRusscllRSGB

I

+

IPaIhwaysEr@Welsh.@m6 2 Zsmzmo. 14:52

I

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APPENDIX 7

Reminder letter for the main survey

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27 March/ 10 April 2000

<<

<<

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<<

<<

Dear <<

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PATHWAYS 2000A National Study of 16-21 Year Olds

Sometime ago we sent you a booklet asking you about your experiences in and outof work, education and training. So far, we have not received a reply from you.

If you have already returned the questionnaire that we sent, then thank you andplease accept my apologies for troubling you again.

We are very keen to hear what you have to say about your experiences and yourviews are important. I hope that you will be able to find the time to fill in thequestionnaire, it will only take a few minutes. Your answers will be treated incomplete confidence. In case the original copy of the questionnaire has beenmislaid, we have sent another copy.

If you have any problems filling in the questionnaire or would like any informationabout the Pathways survey in general, please call RSGB on our FREETELEPHONE HELPLINE on 08000187011.

If you would prefer to give us your answers over the telephone, please call thenumber above and give us your telephone number. If you do this, an RSGBinterviewer will be able to call you at a convenient time to collect your answersover the telephone.

Yours sincerely

Neil RussellDivisional DirectorRSGB

APPENDIX 8

Briefing notes for main stage telephone interview

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JN 6833 Youth Cohort Study—

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.

Briefing notes for telephone interviewing

General comments about the survey

This job is a survey for the Department of Education and Employment, andinvolves 16/1 7 year olds in England and Wales.

The survey will be known by the respondents as ‘Pathways’ - this being‘Pathways ‘2000’ .

The job has mainly been a postal survey, and this is a telephone mop - up ofthose least likely to fill in the questionnaire. The postal questionnaire is beingused for the telephone interviewing, so some rephrasing of questions will benecessary.

All should have already received a pack containing a questionnaire, a reminderpostcard and two further reminder packs. They have not responded to any ofthese mailings therefore tact and diplomacy will be needed.

These people will not have filled in a questionnaire like this previously, so theymay have some questions about the survey. Some of these are covered on theseparate ‘Guidelines’ sheet, but if they have any further questions, please referthem to the main exec. (Andrew Phelps), and quote the freephone number 08000187011.

There is a chance that they may have responded to the postal questionnaire inthe last week. If this is the case, then they do not need to be interviewed. Wewill inform the unit of returns on a daily basis, but there may still be overlap.

General comments about the questionnaire—

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—

—

At the end of the interview you will need to write the name of the respondent(in the top left hand comer of the white box) and the 6 digit identificationnumber on the front of the questionnaire (in the bottom left-hand comer of thewhite box). Please DO NOT write your B/Vial or any other number in this boxas this will be confused with the identification number.

Please read through the questionnaire at least twice before working on it andcheck your own work after each interview. Make sure that you are familiar withthe instructions on how to fill in the questionnaire on the inside page.

Please note that the questionnaire finishes on page 18 with Q.66 and Q.67. Thesample will contain the address and telephone number that we have on record,

—

—

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..-

—

—

and we need to check that the address and telephone number are the same as we

have on our records.

This is a scanning document, so it is vital that answers are kept within theboxes. Please mark the boxes clearly with crosses.

Specific comments about the questionnaire

At the start of each section please read out ‘The next few questions areabout . . . ‘and then read out the title in the red box.

Q.1 Some respondents maybe unfamiliar with the term ‘Year 10’ or ‘Year 11’.Year 11 is the year in which most people do their GCSES and is the last year ofcompulsory fill time education.

Q.9 Please read out all the codes before accepting an answer.

Q.1O This question needs to be approached with some care. Take respondentsthrough it on a month by month basis and provide one answer for every month.You will find that people will have the same activity for many months enablingyou to work through the grid quite quickly.

Please read out all the codes before accepting an answer. We only want oneanswer per month, please record what they were doing for most (or all) of themonth.

If working full or part time, check that they are not doing a ModemApprenticeship, Youth Training, or other Government supported training, andcode this if they are doing this.

Q.] 7,33 etc. Don’t read out the ‘not sure’ code..

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—

Q.35 and 37b With questions about pay such as these, if respondents workirregular hours, probe for an average. If they are not sure or claim not to know,probe for a rough estimate rather than leave blank.

Q.24b If there is any doubt as to whether any qualifications qualify here, thenwrite them in, and the exec. can deal with them at a later date. Do emphasisethat we are looking for ‘vocational or professional qualifications’ and do notinclude here Degrees, A-levels, GNVQS or GCSES.

In summary, qualifications are recorded at:

Q.11 - All qualifications studied at school in Years 10 and 11.

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.

—

Q.12 -Achieved vocational and academic qualifications since the end of year 11Q.22 - Current academic qualificationsQ.23 - Current GNVQ qualificationsQ.24b - Current vocational qualifications

Q.11 The best way to handle this grid will be to start by asking whichqualifications they studied in years 10 and 11, and then for each one askingwhether they took an exam in the subject and if so, what the result was. Thenprogress to other subjects, and other types of qualifications.

Q.13a Code only those qualifications which the respondent started but did not

finish. Place qualification name in left hand box and level in the middle boxand subject in the right hand box.

Q.22 Try and make a distinction between joint subjects e.g. French andBusiness Studies and subjects which are separate,

Q.24b The best way to handle this grid will be to start by asking whether thesequalifications are NVQS, if not, ask if they are BTECS and so on down the list.

If they do have an NVQ, then ask whether they are studying for certain unitsonly or a fill award. Then progress to the main subject and NVQ level.Respondents may be studying for several different types of vocationalqualifications.

Q.55c Only use “Family problems” in instances other than looking after home/children/ family.

Q.56-63 Please be sensitive when asking these questions, if respondents want toknow why we are asking these questions advise them that individual answerswill not be looked at, but different groups of people will be analysed together.

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APPENDIX 9

Data entry ver~lcation rules

OPERATOR VEIUFICATION INSTRUCTIONS

JOB NO:RS 6833 JOB NAME: Youth Cohort 10 Swee~ 1

F9 = Deletesthe fieldF8 = Removesthe code in the bluebox

EEFRONT NUMBER

‘1

2

1

13

1.1-1.4,2A,2B, 2C, 3A,3B

3C.1-3C.3,4A, 4B.l -4B.4, 5A,5B, 6A

7,8

14 llC

—

.=

—-

-.

—

—

—

—

5 14

5

6

7

8

8

8

9

12A,12B,13A

13C, 13D,14A, 14B,

15A

17, 18B,

21A

22A, 22B,23A

23B

24A

24B(A)

9 24B(C)

INSTRUCTION

KEYAS SEEN

IF MORETHANONETICKEDPLEASEKEYA ZERO

IF MORE THANONETICKED PLEASE KEY A ZERO

IFMORE THAN ONE TICKED PLEASE KEY A ZERO


ORDER OF PRIORITY= 1-3



[FMORE THAN ONE TICKED PLEASE KEY A ZERO


[F1AND 2 TICKED PLEASE KEY A 1


[F1AND 2 TICKED PLEASE KEY A 1


PREPARED BY: FEB 2000

.

APPROVED BY EXEC:

F9.608

OPERATOR VERIFICATION INSTRUCTIONS

JOB NO:RS 6833 JOBNAME: Youth Cohort 10 Swee~ 1

—

-..

F9= Deletesthe field-— F8 = Removesthe code in the blue box

I o= skips th(

QUESTIONNO:

25,26,30,32A

ield

7PAGE NO: INSTRUCTION

IFMORE THAN ONE TICKED PLEASE KEY A ZERO10

1

11 IFMORE THAN ONE TICKED PLEASE KEY A ZERO


32B,33,34,37A.38A

.

—

—

39A,39B,40

41

12

12 ORDER OF PRIORITY= 1-3

12 42A,42B,43A

44




12

45A,45B,46,48A,49A,49C,50A

13


14

15

52A

52B,52C,52D,53A,53B

55A



16 57A,57E,57F,57G,57H


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—

—-

PREPARED BY:

APPROVED BY EXEC:

..

.

.

.

PAGE NO:

17

17

17

F9.608

F9.608

OPERATOR VERIFICATION INSTRUCTIONS

JOB NO: RS 6833 JOB NAME: Youth Cohort 10 Sweep 1

F9= DeletesthefieldF8= Removesthecodeinthebluebox‘1O= Skips the

QUESTIONNO:

59A,59B,59C,59D,60,

61

63A

63B,63C,64.1-64.5

ield

INSTRUCTION





PREPARED BY:

APPROVED BY EXEC:

F9.608

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—

APPENDIX 10

Editing manual and amendments

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r (c(1383,1384r (c(1388,1389r (c(1390,1393

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/

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/“ MAIN EDITr (cl18’06/9’)r (c(108,111)=$6833$)if (c241’2’.and.c(242,243)U$ $)if (c242’2’.and.c243n’ ‘) c243’

if (c244’2’.and.c(245,252)uif (c245’2’.and.c(246,248)u$2 1

if (c249’2’.and.c(25O,252)U$ $)if (c253’2’.and.c254n’ ‘) c254’

if (c255’2’.and.c(256,276)U$ $){f 1P(?6? ?76)11S .$.anrl.c261’ ‘)

c(242,243)=$ $; rint?2$‘;print $FORCE 2b

c(245,252)=ZZ

;printc(246,248)= ;print

?;2:A?5WC2;W

c(256,276)=$ $;printc261’1’;~rint $FORCE

$FORCE Q2a$

zFORCE Q3aFORCE Q3b2

$FORCE Q4a$

$FORCE Q6a$Q6b$

I ( I i [ I

(

if (c(397,411)u$ $.and.c;96’ ‘) c396’1’ “ rint $FORCE Q9$if (c391’1’and. (c390n’ ‘$.or.c(392,396)u $)) c390’ ‘; c(392,411)=$ $;Print++$FORCE Q9 GST$if (c394’1’.and.c391n’l’and. (c390n’ ‘.or.c(392,393)u$ $.or.c(395,396)u$ $))+C(390,393)=$ $; C(395,411)=$ $; print $FORCE Q9 F? ED$if (c392’1’.and.c394n’l’.and.c391n’l’and. (c390n’ .or.c393n’ ‘.or.c(395,396)u$ $))+c(390,391)=$ $; c(393,411)=$ $; print $FORCE Q9 FT Job$if (c393’1’.and.c392n’l’.and.c394n’1’.and.c391n’l’and. (c390n’ ‘.or.c(395,396)u$ $))+c(390,392)=$ $; c(394,411)=$ $; print $FORCE Q9 PT Job$if (c395’1’.and.c391n’l’.and.c392n’l’.and.c393n’l’.and.c394n’l’and. (c390n’ ‘.or.c396n’ ‘))+c(390,394)=$ $; c(396,411)=$ $; print $FORCE Q9 Home$if (c390’1’.and.c391n’l’.and.c392n’l’.and.c393n’l’.and.c394n’l’.and.c395n’l’.and.c396n’ ‘)+c(391,411)=$ $; print $FORCE Q9 Unemp$

if (c413’1’and. (c412n’ ‘.or.c(414,419)u$ $)) c412’ ‘; c(414,419)=$ $;print++$FORCE Q1O A ril GST$if (C416111.an~.c413n,l’and. (c412n’ ‘.or.c(414,415)u$ $.or.c(417,419)u$ $))

(,

+Cif+Cif+Cif+Cif+Cif+C

(412,415)=$ $; c(417,419)=$ $; print $FORCE Q1O ?pril FT ED$(c414’1’.and.c416n’l’.and.c413n’l’.and.(c412n’ .or.c415n’ ‘.

(412,413)=$ $; c(415,419)=$ $; print $FORCE Q1O April FT Job$,(c415’1’.and.c413n’l’.and,c414n’l’.and.c416n’l’and. (c412n’

(412,414)=$ $; c(416,419)=$ $; print $FORCE Qlo April PT Job$(c417’1’.and.c413n’l’.and.c414n’l’.and.c415n’l’.and.c416n’l’.(412,416)=$ $; c(418,419)=$ $; print $FORCE Qlo April Home$(c412’1’.and.c413n’l’.and.c414n’l’.and.c415n’l’.and.c416n’l’.

(413,419)=$ $; print $FORCE Q1O A ril Unem $(c418’1’.and.c412n’l’.and.c413n’?I .and.c4?4n11f.and.c415nfl’.

(412,417)=$ $; c419’ ‘; print $FORCE Q1O April Hols$

or.c(417,419)u$ $))

.or.c(417,419)u$ $))

and. (c412n’ ‘.or.c(418,419)u$ $))

and.c417n’l’.and.c(4l8,419)u$ $)

and.c416n’l’.and.c417n’l’.and.c419n’

if (c421’1’and. (c420n’ ‘.or.c(422,427)u$ $)) c420’ ‘; c(422,427)=$ $;Print

if (c424’1’+c(420,423)=$ $; c(425,427)=$ $; print $FORCEif (c422’1’.and.c424n’lr.and.c421n’~’.and.(c4+c(420,421)=$ $; c(423,427)=$ $; print $FORCEif (c423’1’.and.c421n’l’.and.c422n’~’.and.c42+c(420,422)=$ $; c(424,427)=$ $; print $FORCEif (c425’1’.and.c421n’l’.and.c422n’l’.and.c42+c(420,424)=$ $; c(426,427)=$ $; Pif (c420’1’.and.c421n’l’.and.c422n

u ,.,cLy UU.q

.and.c421n’l’.and.(c420n’ ‘.or.c(422,423)u$ $.or.c(425,427)u$ $))Q1O May FT ED$20n’ .or.c423n’ ‘.or.c(425,427)u$ $))Q1O May FT Job$4n’1’and. (c420n’ ‘.or.c(425,427)u$ $))Q1O May PT Job$3n’1’.and.c424n’l’.and. (c420n’ ‘.or.c(426,

>rint $FORCE Q1O May Home$‘.and.c423n’l’.and.c424n’l’.and.c425n’l’.and.c(426,

+c(4iI,427)=$ $; print $FORCE QIOIL~Y Unemp$if (c426’1’.and.c420n’l’.and.c421n’l’.and.c422n’l’.and.c423n’l’.and.c424n’l’.and.c425n’+c(420,425)=$ $; c427’ ‘; print $FORCE Q1O May Hols$

if (c429’1’and. (c428n’ ‘.or.c(430,435)u$ $)) c428’ ‘;++$FORCE Q1O June GST$if (c432’1’.and.c429n’l’and. (c428n’ ‘.or.c(430,431)u$+c(428,431)=$ $; C(433,435)=$ $; print $FORCE Qlo yuneif (c430’1’.and.c432n’l’.and.c429n’l’and. (c428n’ .or+c(428,429)=$ $; c(431,435)=$ $; print $FORCE Q1O Juneif (c431’1’.and.c429n’l’.and.c430n’l’.and.c432n’l’and+c(428,430)=$ $; c(432,435)=$ $; print $FORCE Q1O Juneif (c433’1’.and.c429n’l’.and.c430n’l’.and.c431n’l’and+c(qzfj,Lls2)=$ $; C(434,435)=$ $; print $FORCE Qlo Juneif (c428’1’.and.c429n’l’.and.c430n’l’.and.c431n’l’and+c(429,435)=$ $; print $FORCE Q1O June Unemp$if (c434’1’.and.c428n’l’.and.c429n’l’.and.c430n’l’and+c(428,433)=$ $; c435’ ‘; print $FORCE Q1O June Hols$

c(430,435)=$ $;print

$.or.c(433,435)u$ $))FT ED$c431n’ ‘.or.c(433,435)u$ $))FT Job$

‘.or,c(433,435)u$ $))#:%;c432n’1’.and.(c428n’ ‘.or.c(434,Home$c432n’1’.and.c433n’l’.and.c(434,

c431n’1’.and.c432n’l’.and.c433n’

427)u$

427)U$

l’.and

$))

$)

.c427n’

435)U$

435)U$

1’and.

‘)

‘)

$))

$)

c435n’ ‘)

if (c437’1’and. (c436n’ ‘.or.c(438,443)u$ $)) c436’ ‘; c(438,443)=$ $;Print++$FORCE Q1O July GST$if (c440’1’.and.c437n’l’and. (c436n’ ‘.or.c(438,439)u$ $.or.c(441,443)u$ $))+c(436,439)=$ $; c(441,443)=$ $; print $FORCE Qlo :ulY FT ED$ ,.Or C(441 443)U$ ~))if (c438’1’.and.c440n’l’.and.c437n’l’and. (c436n’ .or.c439n’+c(436,437)=$ $; c(439,443)=$ $; print $FORCE Qlo Ju1+F /-fiaoIII=nd ~~?7n/lJ and.cU?Rn~l’.and.c440n’1’.an3.7%:$ ‘‘.or.c(441,443)u$ $))

( I ( I \ ( I I I ( ( I I I I I 1

+c(436,438)=$ $; c(440,443)=$ $; print $FORCE Q1O Julif (c441’1’.and.c437n’l’.and.c438ntlr.and.c439nf11.an~~~4~:?t and. (c436n1 I.or.c(442,443)u$ $))+c(436,440)=$ $; c(442,443)=$ $; print $FORCE Q1O Jul Home$

~.c440n’l’ .and.c441n’l’.and.c(442,443)u$ $)if (c436’1’.and.c437n’l’.and.c438n’l’.and.c439n’l’.an+c(437,443).$ $; print $FORCE Q1O July Unemp$if (c442’1’.and.c436n’l’.and.c437n’l’.and.c438n’l’.and.c439n’l’.and.c440n’l’.and.c441n’l’.and.c443n’+c(436,441)=$ $; c443’ ‘ ; print $FORCE Q1O July Hols$

if (c44s’1’and. (c444n’ ‘.or.c(446,451)u$ $)) c444’ ‘; c(446,451)=$ $;print++$FORCE Q1O Aucy_rstGST$if (c448’1’.and.c445n’l’and. (c444n’ ‘.or.c(446,447)u$ $.or.c(449,451)u$ $))+C(444.447if (c446’1+C(444,445if (c447’1+c(444,446if (c449’1+c(444,448if (c444’1+C(445,451if (c450’1

=$ $; c(449,451)=$ $; print $FORCE Qio ?uc&;4~n%$ ““.and.c448n’l’.and.c445n’l’and. (c444n’ ‘.or.c(449,451)u$ $))=$ $; c(447,451)=$ $; print $FORCE Qlo August n Job$.and.c445n’l’.and.c446n’lr.and.c448n’l’and. (c444n’ ‘.or.c(449,451)uS S))=$ $; c(448,451)=$ $; print $FORCE Q10 August PT Job$

.

.and.c445n’l’.and.c446n’l’.and.c447n’l’.and.c448n’l’and. (c444n’ ‘.or.c(450,451)u$ $))=$ $; c(450,451)=$ $; print $FORCE Q1O August Home$.and.c445n’l’.and.c446n’1’.and.c447n’l’.anc448n8n’1’.and.c449n’l’.anc(4505O,451)u$ $)=$ $; print $FORCE Q1O Au~st Unemp$.and.c444n’l’.and.c445n’l .and.c446n’l’.and.c447n’l’.and.c448n’l’.and.c449n’l’.and.c451n’

+C(444,449)=$ $; C451’ ‘; print $FORCE Q1O August Hols$

if (c453’1’and. (c452n’ ‘.or.c(454,459)u$ $)) c452’ ‘; c(454,459)=$ $;print++$FORCE 010 Sertember GST$

+Cif+Cif+C!if+C!if

if”(c456’%’.and”.c453n’l’and. (c452n’ ‘.or.c(454,455)u$ $.or.c(457,459)u$ $))+c(452,455)=$ $; c(457,459)=$ $; print $FORCE Q1O ~eptember FT ED$if (c454’1’.and.c456n’l’.and.c453n’l’and. (c452n’ .or.c455n’ ‘.or.c(457,459)u$ $))

452,453)=S S: c(455.459)=S S; nrint SFORCE 010 September FT Job$md. (c452n’ ‘.or.c(457,459)u$ $))(C455’l;.and~c453n;i’.and~c454k’l’.and.c456~’l’.<

452,454)=$ $; c(456,459)=$ $; print $FORCE Q1O .%(c4s7’1’.and.c453n’l’.and.c454n’l’.and.c455n’l’.~452,456)=$ $; c(458,459)=$ $; print(c452’1’.and.c453n’l’.and.c454n’l’.a453,459)=$ $; print $FORCE Q1O Se~te(c458’1’.and.c452n’l’.anc453n3n’1 .a

sptember PT Job$md.c456n’l’ and. (c452n’ ‘.or.c(458,459)u$ $))

$FORCE Q1O September Home$md.c455n’ lr.and.c456n’1’.and.c457n’l’.anc(45858,459)u$ $)

~%~4~?~.and.c455n811 .and.c456n111.and.c457n)11.and.c459n+c(452,457)=$ $; c459’ ‘ ; print $FORCE Q1O September Hols$

if (c461’1’and, (c460n’ ‘.or.c(462,467)u$ $)) c460’ ‘; c(462,467)=$ $;Print++$if+C(if+Cif+Cif+Cif+Cif+C

FORCE Q1O October GST$(c464’1’.and.c461n’l’and. (c460n’ ‘.or.c(462,463)u$ $.or.c(465,467)u$ $))460,463)=S S; c(465,467).$ $; print $FORCE Q1O nrtnh~y F’TRn5(c462’1’.and~c464n’l’.and;c461h’1’.and.(c46On’ ‘.or.c463n’ ‘.or.c(465,467)u$ $))

. ------- .. ——.

460,461)=$ $; c(463,467)=$ $; print $FORCE Q1O October FT Job$(c463’1’.and.c46ln’l’.and.c462n’1’.and.c464n’l’.and.(c460n’ ‘.or.c(465,467)u$ $))460.462)=S S: c(464,467)=S S: ~rint SFORCE 010 October PT Job$

1’.and.c464n’l’.and. (c460n’ ‘.or.c(466,467)O October Home$1’.and.c464n’l’.and.c465n’l’.and.c(466,467)

(c465’1’.andIc46in’i’.ahd~c462h’l’.and.c463fi’460,464)=$ $; c(466,467)=$ $; print $FORCE Q1(c460’1’.and.c461n’l’.and.c462n’l’.and.c463n’

U.$

U$

$) )

$)461,467)=$ $; print $FORCE Q1O October Unemp$(c466’1’.and.c460n’l’.and.c461n’l’.and.c462n’l’.and.c463n’l’.and.c464n’l’,and.c465n’l’.and.c467n8460,465)=$ $; c467’ ‘; print $FORCE Qlo October Hols$

if (c469’1’and. (c468n’ ‘.or.c(470,475)u$ $)) c468’ ‘; c(470,475)=$ $;Print++$FORCE Q1O November GST$if (c472’1’.and.c469n’l’and. (c468n’ ‘.or.c(470,471)u$ $.or.c(473,475)u$ $))+C(468,471)=$ $; C(473,475)=$ $; print $FORCE Q1O ~ovember FT ED$if (c470’1’.and.c472n’l’.and.c469n’l’and. (c468n’ .or.c471n’ ‘.or.c(473,475)u$ $))+c(468,469 =$ $; c(471,475)=$ $; print $FORCE Q1O November FT Job$if (c471’1 .and.c469n’l’.and.c470n’l’.and.c472n’l’and. (c468n’ ‘.or.c(473,475)u$ $))+c(468,470 =$ $; c(472,475)=$ $; print $FORCE Q1O November PT Job$if (c473’1 .and.c469n’l’.and.c470n’l’.and.c471n’l’.and.c472n’l’and. (c468n’ ‘.or.c(474,475)u$+c(468,472 =$ $; c(474,475)=$ $; print $FORCE Q1O November Home$if (c468’1 .and.c469n’l’.and.c47On’1’.and.c471n’l’.and.c472n’l’.and.c473n’l’.and.c(474,475)u$

$))

$)+c(469,475if (c474’1~P{A~Q A77’

=$ $; print $FORCE Q1O November Unemp$.and.c468n’l’,and.c469n’l’.and.c470n’l’.and.c471n’l’.and.c472n’l’.and.c473n’l’.and.c475n’-~ t. 6A7~l t. nv+nt <T7nRfR nltl Nnvpmher Hnls$

‘)

‘)

‘)

‘)

‘)

1 [ [ I

if (c477’1’ and. (c476n’ ‘ .or.c(478,483)u$ $)) c476’ ‘; c(478,483)=$ $;print++$FORCE Q1O December GST$if (c480’1’.and.c477n’l’and. (c476n’ ‘.or.c(478,479)u$ $.or.c(481,483)u$ $))+c(476,479 .$ $: c(481,483)=S S; ~rint SFORCE 010 December FT ED$if (c478’1+c(476,477if (c479’1+c(476,478if (c481’1 U$ $))+c(476,480if (c476’1+c(477,483if (c482’1+c(476,481

if++$if+Cif+Cif+C!if+Cif+Cif

.and~c480n’i’.and~c477~’l’and. (c47~n’ ‘.or.c479n’ ‘.or.c(481r483)u$ $)).$ $; c(479,483).$ $; print $FORCE Qlo Dece~er ‘T ‘~b~r C(481,483)U$ .+)).and.c477n’l’.and.c478n’l’.and.c480n’l’and. (c476n’=$ $; c(480,483)=$ $; print $FORCE Q1O December PT Job$ “.and.c477n’l’.and.c478n’l’.and.c479n’l’.and.c480n’l’and. (c476n’ ‘.or.c(482,483=$ $; c(482,483).$ $; print $FORCE Q1O December Home$.and.c477n’l’.and.c478n’l’.and.c479n’l’.and.c480n’l’.and.c481n’l’.and.c(482,483

I

=$ $; print $FORCE(210 December Unem~$U$ $)

.and.c476n’l’.and.c477n’l’.and.c478n 1’.and.c479n’l’.and.c480n’l’.and.c481n’l’.and.c483n’ ‘)=$ $; c483’ ‘; print $FORCE Q1O December Hols$

(c485’1’and. (c484n’ ‘.or.c(486,491)u$ $)) c484’ ‘; c(486,491)=$ $;printFORCE Q1O January GST$(c488’1’.and.c485n’l’and. (c484n’ ‘.or.c(486,487)u$ $.or.c(489,491)u$ $))484,487)=$ $; c(489,491)=$ $; print $FORCE Q1O ;anuary FT E~$(c486’1’.and.c488n’l’.and.c485n’l’and. (c484n’ .or.c487n’ .or.c(489,491)484,485)=$ $; c(487,491).$ $; print $FORCE Q1O January FT Jo~$(c487’1’.and.c485n’l’.and.c486n’1’.and.c488n’l’.an(c484n4n’ .or.c(489,491

U$ $)).)U$ $))

484,486)=$ $; c(488,491)=$ $; print $FORCE Qio Janua~ PT Job$ “ ““”(c489’1’.and.c485n’l’.and.c486n’l’.and.c487n’l’.and.c488n’l’and. (c484n’ ‘.or.c(490,484,488)=$ $; c(490,491)=$ $; print $FORCE Q1O January Home$(c484’1’.and.c485n’l’.and.c486n’l’.and.c487n’l’.and.c488n’l’.and.c489n’l’.and.c(490,485.491)=S $: rmint $FORCE 010 Januarv Unemd

491)U$ $))

491)U$ $)

(c490’1;.and~ch84n’l;~and.c~85n’1’.an~.c486k;l’.anc487n7n’1’.and.c488n’l’.anc489n9n’l’.and.c49ln’ ‘)+c(484,489)=$ $; c491’ ‘; print $FORCE Q1O January Hols$

+Cif+Cif+Cif+Cif

if (c493’1’and. (c492n’ ‘.or.c(494,499)u$ $)) c492’ ‘; c(494,499)=$ $;print++$FORCE Q1O February GST$if (c496’1’.and.c493n’l’and. (c492n’ ‘.or.c(494,495)u$ $.orF~(;:;,499)u$ $))+c(492,495)=$ $; c(497,499)=$ $; print $FORCE Q1O ~ebruaif (c494’1’.and.c496n’l’.and.c493n’l’and. (c492n’ 7.or.c4 5n’ ‘.or.c(497,499)u$ $))

492,493)=$ $; c(495,499)=$ $; print $FORCE Q1O February FT J?b$(c495’1’ .and.c493n’l’.and.c494n’l’.and.c496n’l’and. (c492n’ .or.c(497,499)u$ $))492,494)=$ $; c(496,499)=$ $; print $FORCE Q1O Februa

?PT Job$

(c497’1’.and.c493n’l’.and.c494n’1’.and.c495n’l’.and.c4 6n’1’.and. (c492n’ ‘.or.c(498,499)u$492,496)=$ $; c(498,499)=$ $; print $FORCE Q1O Februa

7(c492’1’.and.c493n’l’.and.c494n’1’.and.c495n’l’.and.c4 6~~$and.c497n’ l’.and.c(498,499)u$493,499)=$ $; print $FORCE Q1O February Unem~$(c498’1’.and.c492n’l’.and.c493n’l’.and.c494n 1’.and.c495n’l’.and.c496n’l’.and.c497n’l’and

+c(492,497)=$ $; c499’ ‘; print $FORCE Q1O February Hols$

if (c501’1’and. (cSOOn’ ‘.or.c(502,507)uS S)) c500’ ‘: c(502,507)=$ $;Print

)

506,+c(500,504)=$ $; “c(506,507)=$ $; print $FORCE Q1O March Home$if (c500’1’.and.c501n’l’.and.c502n’l’.and.c503n’l’.and.c504n’l’.and.c505n’l’.and.c(506,+C(501,507)=$ $;

E“nt ‘FORcE ’10 ‘arch ‘ne%’$if (c506’1’.and.c 00n’1’.and.c501n’l’.and.c5 2n’1’.and.c503n’l’.and.c504n’l’.and.c505n’+C(500,505)=$ $; C507’ ‘ ; print $FORCE Q1O March Hols$

if (c510n’ ‘.and.c509’ ‘.and.c508’ ‘) c509’1’;c508’1’” iif (c509n’ ‘.and.c510n’ ‘.and.c508’ ‘) c508’1’;print

i

$;R:; =ng;::hE:&~h

if (c508n’ ‘.and.c510n’ ‘.and.c509’ ‘) c509’1’- rintif (c513n’ ‘.and.c512’ ‘.and.c511’ ‘c‘~ c512’1’;c 11’1’.~~ %~~<~~;;~shif (c512n’ ‘.and.c513n’ ‘.and.c511’ ) c511’1’;printif (rSlln’ ‘ .anrlr~l?n’ ‘ .and.F.512’ ‘1 c512’1’:nrint. i FC)RCE~11~ Enalish Lit

Lang$

Lit$

507)U$

507)U$

1’and

$))$)

.c499n’ ‘

$))

$)

.c507n’ ‘

)

)

I [ I

i I I I I

if (c516n’ ‘.and.c515’ ‘.and.c514’ ‘) c515’1’:c514’l’:nrintif ic515n’ ‘.and.c516n’ ‘.and.c514’

f,‘) c514;l;;prini FORCE

if (c514n’ ‘.and.c516n’ ‘.and.c515’if (c519n’ ‘.and.c518’ ‘.and.c517’ f;)~;:;~;+:;f:;~:, ;::::if (c518n’ ‘.and.c519n’ ‘.and.c517’ ‘) c517’1;;print ?ORCEif (c517n’ ‘.and.c519n’ ‘.and.c518’ 8‘) c518’1’;~rint FORCE

if (c522n’ ‘.and.c521’ ‘.and.c520’ ‘) c521’1’;c520’1’. ‘if (c521n’ ‘.and.c522n’ ‘.and.c520’ ;) c520’1’;print

i%%

if (c520n’ ‘.and.c522n’ ‘.and.c521’if (c525n’ ‘.and.c524’

) c521’1’ rint FORCE‘.and.c523’ ‘~‘) c524’1’;c 23’1’” rint

if (c524n’ ‘.and.c525n’ ‘.and.c523’ ‘) c523’1’;print$~ORCE

if (c523n’ ‘.and.c525n’ ‘.and.c524’ ‘) c524’1’;print FORCE

if (c528n’ ‘.and.c527’ ‘.and.c526’if (c527n’

‘) c527’1’”c526’1’.‘.and.c528n’ ‘.and.c526’ t) C526t1;:nrint k~;@E

if (c526n’ ‘.and.c528n’ ‘.and.c527’ ‘j C327111;EGZrit3FORCEif (c531n’ ‘.and.c530’ ‘.and.c529’ ‘) c530’1’;c529’1’. rintif (c530n’ ‘.and.c531n’ ‘.and.c529’ ‘) c529’1’;print

tFORCE

if (c529n’ ‘.and.c531n’ ‘.and.c530’ ‘) CS30’1’;print FORCE

if (c534n’ ‘.and.c533’ ‘.and.c532’ ‘) c533’1’”c532’1’”if (c533n’ ‘.and.c534n’ ‘.and.c532’ 1) c532t1::nrint &~g%Eif (c532n’ ‘.and.c534n’ ‘.and.c533’ ‘) C53311’~Lif (c537n’

,~rint $F()~)~‘.and.c536’ ‘.and.c535’ ‘) c536’1’;c 35’1’.

if (c536n’ ‘.and.c537n’ ‘.and.c535’ ‘) c535’1’;print$FORCE


if (c540n’ ‘.and.c539’ ‘.and.c538’ ‘) c539’1’;c538’1’” rintif (c539n’ ‘.and.c540n’ ‘.and.c538’ ‘) c538’1’;print

iFORCE

if (c538n’ ‘.and.c540n’ ‘.and.c539’ ‘) c539’1’;print FORCEif (c541n’ ‘.and.c539’ ‘.and.c538’ ‘) c539’1’;c538’1’. rintif (c539n’ ‘.and.c541n’ ‘.and.c538’ ‘) c538’1’;print

i$ORCE


if (c547n’ ‘.and.c546’ ‘.and.c545’ ‘) c546’1’:c545’l’:Drintif (c546n’ ‘.and.c547n’ ‘.and.c545’ ‘) c545’1;;print FORCEif (c545n’ ‘.and.c547n’ ‘.and.c546’ $‘) c546’1’;print FORCEif (c(545,547)u$ $) r (c(542,544)u$ $)$Qlla Other 1 sub]ect

if (c553n’ ‘.and.c552’ ‘.and.c551’ ‘) c552’1’;c551’l’”printif (c552n’ ‘.and.c553n’

$‘.and.c551’ ‘) c551’1’;print FORCE

if (c551n’ ‘.and.c553n’ ‘.and.c552’ ‘) c552’1’;print FORCEif (c(551,553)u$ $) r (c(548,550)u$ $)$Qlla Other 2 subject

if (c559n’ ‘.and.c558’ ‘.and.c557’ ‘) c558’1’;c557’1’. rintif (c558n’ ‘.and.c559n’ ‘.and.c557’ ‘) c557’1’;print

i~ORCE


if (c565n’ ‘.and.c564’ ‘.and.c563’ ‘) c564’1’;c563’1’. rintif (c564n’ ‘.and.c565n’ ‘.and.c563’ ‘) c563’1’;print

tEORCE

if (c5631’I’‘.and.c565n’ ‘.and.c564’ ‘) c564’1’;print FORCEif (c(563,565)u$ $) r (c(560,562)u$ $)$Qlla Other 4 subject

if (c571n’ ‘.and.c570’ ‘.and.c569’ ‘) c570’1’;c569’1’. ‘if (c570n’ ‘.and.c571n’ ‘.and.c569’ ‘) c569’1’;print

$f%;:


if (c577n’ ‘.and.c576’ ‘.and.c575’ ‘) c576’1’;c575’1’” rintif (c576n’ ‘.and.c577n’ ‘.and.c575’ ‘) c575’1’;print

$EORCE


$FORCE QllaQlla Maths

~lla Maths2FORCE Olla

{

Maths$

French$

$Qlla Fr~nchQlla French

$FORCE Qlla Geography$Qlla GeographyQlla Geo raphy$$FORCE Q?la HlstOry$Qlla HistoryQlla History2

I

$FORCE Qlla Art & Design$Qlla Art & DesignQlla Art & Desi

T$

$FORCE Qlla CDTQlla CDTQlla CDT$

~lla Gerrnan$$FORCE Qlla Business Studies$Qlla Business StudiesQlla Business Studies$

$FORCE Qlla Double Science$Olla Double Science$~lla Double Science$$FORCE Qlla Double Science$Qlla Double ScienceQlla Double Science$

$FORCE Qlla Otherl$Qlla OtherlQlla Otherl$blank$

$FORCE Qlla 0ther2$Qlla 0ther2Qlla 0ther2zblank$

$FORCE Qlla Other3$Qlla 0ther3::~k~ther3 $

$FORCE Olla 0ther4$Qlla 0tfier4Qlla 0ther4 tblank$

$FORCE Qlla 0ther5$Qlla 0ther5Qlla 0ther5$blank$

$FORCE Qlla 0ther6$Qlla 0ther6Qlla 0ther6zblank$

I i

1. I I [: I I I I I I I I I

~~~f’~~~11iHBifEliEiB[811

if (c(587,589)= 097$.and.c (590,592)= ) c(587,589)=$ $“ rint $FORCE 587-589 blank$

if (c(599J601)u

if (c716’2’ .and.c(717,772)u$ $) c716’1’ ; rint $FORCE Q12a$if (c720n’ ~) r (c(717,719)u

111

Y) Q12b (1 subject blankif (c724n’ ) r (c(721,723)u ) Q12b (2) sukqect blankif (c728n’ ‘) r (c(725,727)u ) Q12b (3) sukqect blank~f (c732n’ ‘) r (c(729,731)uIf (c736n’ ‘) r (c(733,735)u

) Q12b (4) sub~ect blank) Q12b (5) sub]ect blankI

if (c773’13’.and.c(774,802)u$ $) c(774,802)=$ $;print $FORCE Q13a$

subject blanksub~ect blanksub ect blank

1!

qua blankqual blankqual blanki

if (c801’2’.and.c8O2n’ ‘) c802’ ‘;print $FORCE Q13c$

zif (c803’2’.and.c(8O4,93O)U$ ) c(804,930)=$ $; rint $FORCE Q14a 804-930=blank$Fif (c803’2’.and.c(1042,1079)u $) c(1042,1079)= $;prmt $FORCE Q14a 1042-1079=blank$

if (c(814,828)u$ $.and.c813’ ‘) c813’1’;print $FORCE Q15b$

if (c1046’l’.and.(clO43‘1’.or.c1044’l’.oc104545‘l’))!rint $Q18a fail

zif (c1046’l’.and.c(lO43,lO45)=$ $.and.c(1047,1066)u$ ) C(1047,1066)= $;print $FORCE Qlea$

c if (c(1047,1O66)U$ $) r (c1051n’ ‘) Q18b failc if (c1051n’ t‘) r (c(1047,1O66)U$ $) Q18b fail2if (c(1052,1O66)U$ $.and.c1051n’3’) c1051’3’;print $FORCE Q18b$

if (c(1069,1O72)U$ $.and.c (1075,1078)u$ $) r (c(1075,1O78).ge.c(1069,1072))$Q19/20 fail$

if (c(1073,1O78)U$ $.and.c1079’l’) c1079’ ‘;print $FORCE Q20 1079=blank$

if (c1080’2’.and.c(lO8l,lO9l)U$ $) c(1081,1091)=$ $;print $FORCE Q21a$

if (c1092’1’ .and.c1093n’l’ .and.cl121n’l’ .and.cl140n’l’) c1092’2’ ; c(1093,1158)=$ $;+ rint $FORCE 1092/2 * 1093-l158=blank$i$ (c1092n’l’.and.c(lO93,ll58)u$ $) c1092’1’;print $FORCEQ22a$if (c(1094,112O)U

!!

.and.c1093’ ‘) c1093’1’;print FORCE Q22b GCSE$if (c(1122,1139)u .and.cl121’

!‘) cl121’1’;print FORCE Q22b A/S$

if (c(1141,1158)u .and.cl140’ ‘) cl140’1’;print FORCE Q22b A-level$

if (cl159n’1’.and.c(1160,1174)u$ $) cl159’1’;print $FORCE Q23a$if (c(1162,1164)u

!!

.and.cl161’ ‘) cl161’3’;print FORCE Q23b 1161/3if (c(1167,1169)u and.cl166’

i‘) cl166’3’;print FORCE Q23b 1166/3

if (c(1172,1174)u Iand.cl171’ ‘) cl171’3’;print FORCE Q23b 1171/3I

if (c(1161,1164)u

Ii

and.cl160’ ‘) cl160’1’;print FORCE Q23b 1160/1if (c(1166,1169)u ;and.cl165’

!‘) cl165’1’;print FORCE Q23b 1165/1

if (c(1171,1174)u .and.cl170’ ‘) cl170’1’;print FORCE Q23b 1170/1I

I ( I

i, I I I I I I I I

if (c(1288,1290)u

ii

.and.c1287n’12’.and.c1291n’l/5’);print

i

Q24b NVQ 1 failif (c(1293,1295)u .and.c1292n’12’.and.c1296n’l/5’);print Q24b NVQ 2 failif (c(1298,1300)u .and.c1297n’12’.and.c1301n’l/5’);print Q24b NVQ 3 faili

if (c1287’123’.and.c(1288,1290)u

i!

:~~~.~~~;.; ‘) c1291’5’;print FORCEif (c1292’123’.and.c(1293,1295)u

i‘) c1296’5’;print FORCE

if (c1297’123’.and.c(1298,1300)u/+ EXTRA ~EC~ 8/6/~o .and:c1301’ ‘) c13C)l’5’;print FORCE

1291/51296/51301/5i

lf (c1287’123’.and~c(i288,1290)=

1

i

and.c1291’

i

‘) print FAIL Q24b NVQif (c1292’123’.and.c(1293,1295)= ;and.c1296’ ‘) print FAIL Q24b NVQif (c1297’123’.and.c(1298,1300)= .and.c1301’,’) print FAIL Q24b NVQ!if (c1287’ ‘.and.c(1288,1290)=

i

.and.c1291n’

i

print FAIL Q24b NVQif (c1292’ ‘.and.c(1293,1295)= and.c1296n’ ‘ print FAIL Q24b NVQif (c1297’/*

‘.and.c(1298,1300)= ;and.c1301n’ ‘ print FAIL Q24b NVQi

if (c1302’1’ .and.cif (c1307’1’ .and.cif (c1312’1’ .and.cif (c1317’1’ .and.c

1303,1305)U

11

.and.c1306’ ‘)1308,131O)U .and.c1311’ ‘)1313,1315)U .and.c1316’ ‘)1318,1320)u .and.c1321’ ‘)1323,1325)u .and.c1326’ ‘)1328,1330)u .and.c1331’ ‘)1333,1335)U .and.c1336’ ‘)1338,1340)u .and.c1341’ ‘)1343,1345)U .and.c1346’ ‘)1348,1350)u .and.c1351’ ‘)1353,1355)U .and.c1356’ ‘)1358,1360)u .and.c1361’ ‘)nn

11c1306’5’;print FORCE 1306/5c1311’5’;print FORCE 1311/5c1316’5’;print FORCE 1316/5c1321’5’;print FORCE 1321/5c1326’5’;print FORCE 1326/5c1331’5’;print FORCE 1331/5c1336’5’;print FORCE 1336/5c1341’5’;print FORCE 1341/5c1346’5’;print FORCE 1346/5c1351’5’;print FORCE 1351/5c1356’5’;print FORCE 1356/5c1361’5’;print FORCE 1361/5

if (c1322’1’if (c1327’1’if (c1332’1’if (c1337’1’

andandandandandandandandS 8,and.

cccccccc6c

if ic1342’1’if (c1347’1’if (c1352’1’if (c1357’1’(;E:;gop::l

ijo3,1305)=$ $.and.c1306’ ‘)if (c1307’1’.and.cif (c1312’1’.and.cif (c1317’1’.and.c

1308;1310)=

11

.and.c1311’ ‘)1313,1315)= .and.c1316’ ‘)1318,1320)= .and.c1321’ ‘)1323,1325)= .and.c1326’ ‘)1328,1330)= .and.c1331’ ‘)1333,1335)= .and.c1336’ ‘)1338,1340)= .and.c1341’ ‘)1343,1345)= .and.c1346’ ‘)1348,1350)= .and.c1351’ ‘)1353,1355)= .and.c1356’ ‘)

if (c1322’1’.and.cif (c1327’1’.and.cif (c1332’1’.and.cif (c1337’1’.and.cif (c1342’1’.and.cif (c1347’1’.and.cif (c1352’1’.and.cif (c1357’1’.and.cif (c1302’ ‘.and.cif (c1307’ ‘.and.c

RSARSARSARSA/1358;1360)= .and.

1303,1305)= .and.1308,1310)= .and.1313,1315)= .and.1318,1320)= .and.1323,1325)= .and.1328,1330)= .and.1333,1335)= .and.1338,1340)= .and.1343,1345)= .and.1348,1350)= .and.1353,1355)= .and.1358,1360)= .and.

c1361’ ‘c1306n’c1311n’

Q24b BTECQ24b BTECQ24b BTECQ24b BTEC!Q24b C&GQ24b C&GQ24b C&GQ24b C&GQ24b RSAQ24b RSAQ24b RSAQ24b RSA1

ifififififififififif/*

ia312’(C1317’(c1322’(c1327’(c1332’(C1337’(c1342’(C1347’(c1352’

‘.and.c‘.and.c‘.and.c‘.and.c‘.and.c‘.and.c‘.and.c‘.and.c‘.and.c

c1316n’c1321n’c1326n’c1331n’

#

#c1336n’c1341n’c1346n’c1351n’c1356n’c1361n’

t

r

,

(C1357’ ‘.and.c

.and.c1302’

.and.c1307’

.and.c1312’

.and.c1317’

.and.c1322’

.and.c1327’

.and.c1332’

.and.c1337’and.c1342’;and.c1347’.and.c1352’.and.c1357’

‘)‘)‘)‘)‘)‘)‘)

:]‘)‘)‘)

blankblankblankblankblankblankblankblankblankblankblankblank

ifififififififififififif

(C(1303(c(1308:(c (1313[:[::;::

(c(1328:(C(1333,(c(1338(C(1343:(c(1348,(C(1353,(c(1358,

1305)U131O)U1315)U1320)u/1325)U1330)U1335)U1340)U1345)U1350)U1355)U1360)u1

1, i, I I I I I I I I I I I I I I I

if (cif (cif (cif (cif (cif (cif (cif (cif (cif (cif (cif (c

(1303(1308(1313(1318(1323(1328(1333(1338(1343(1348(1353(1358

,,

tt

I

1305)1310)1315)1320)1325)1330)1335)1340)1345)1350)1355)1360)

u

!!

.and.c1306’ ‘)u .and.c1311’ ‘)U and.c1316’ ‘)u ;and.c1321’ ‘)u

II

.and.u and.u ;and.u .and.u .and.u and.u :and.u .and.

c1326’C1331’c1336’C1341’c1346’C1351’c1356’c1361’

‘)‘)‘)‘)‘)‘)‘)‘)

;print;pr~nt;pr+nt;pr+nt;prlnt;print;print:rmint1

FailFailFailFailFailFailFailFai1

13061311131613211326133113361341

blankblankblankblankblankblankblankblank1

~~rint

I

Fail 1346 blank;print Fail 1351 blank;print Fail 1356 blank;print Fail 1361 blankI

if (c(1362,1364)u

ii

.and.c(1365,1367)u

!!

.and.c1368’ ‘) c1368’5’;print FORCE 1368/5if (c(1369,1371)u .and.c(1372,1374)u and.c1375’

i‘) c1375’5’;print FORCE 1375/5

if (c(1376,1378)u .and.c(1379,1381)u ~and.c1382’ ‘) c1382’5’;print FORCE 1382/5i

if (c(1288,1290)u

!!

.and.c1287’ ‘.and.c1292’ ;) c1287’3’;print $FORCE 1287/3if (c(1293,1295)u .and.c1292’ ‘.and.c1287’ and.c1297’

i‘) c1292’3’; rint FORCE 1292/3$

if (c(1298,1300)u .and.c1292’ ‘.and.c1297’ ‘j c1297’3’;print $FORCE f297/3

if (c(1383,1384)u$ $) r (c1385n’1’)$Q24c fail$

if (c1386’2’ .and.c(1387,1443)uif (c1386’2’.and.c(l555,1617)uif (c1386’2’.and.c(1729,1748)uii I %%!::!:! l!%! i= 8: %% !!%!

if (c1387’2’.and.c(l388,1443)u

1! 1 W%%? !:%:: i%:::%: W% Si:xi

;print FORCE Q26 1388-1443 blankif (c1387’2’.and.c(1555,1617)uif (c1387’2’.and.c(l729,l748)u

if (c1443’12’.and.c1555n’ ‘) c1555’ ‘. rint $FORCE Q32a$if (c(1558,1562)u

$$.and.c(1563,1567)~

!$) c(1563,1567)=$ $; print $ FORCE Q35$

if (c(1558,1562)u .and.c(1563,1567)u ) print $Q35$

if (c1570’1’.and.c(l57l,1582)u$ $) c(1571,1582)=$ $; rint

!

FORCE Q37a$if (c(1571,1575)u

$$.and.c(1576,1580)u

$$) c(1576,15~O)=$ print $FORCE Q37b$

if (c(1571,1575)u .and.c(1576,1580)u ) print $Q37b fai ~

if (c1583’23’.and.c(l584,1587)u$ $) c(1584,1587)=$ $;print $FORCE Q38a$

if (c1588’23’.and.c(l589,1608)u$ $) c(1589,1608)=$ ;print $FORCE Q39a$if (c(1590,1604)u$ $.and.c1589n’4’) c1589’4’;print $FORCE Q39b$

if (c1606’12’.and.c(l6O7,l6O8)U$ $) c(1607,1608)=$ $;print $FORCE Q41$

if (c1607’1’.and.c1608n’ ‘) c1608’ ‘;print $FORCE Q42a$if (c1609’23’.and.c(1610,1616)u$ $) c(161O,1616)=$ $;print $FORCE Q43a$

if (c1730’2’.and.c(l73l,1748)uif (c1737’2’.and.c(l738,1739)uif (c1740’2’.and.c(1741,1743)ui! 1 %:!;%!!:! !:!%! i= %%

if (c1741n’ ‘.and.c(1742,1743)u$ $) print $Fail Q49b$

if (c1749’1’.and.c(l75O,1777)u$2

) C(1750,1777)=$$ z

;print FORCE Q52a/1 1750-1777$if (c1749’1’.and.c(l889,1896)u ) c(1889,1896)= print FORCE Q52a 1889-1896$if (c1749’23’.and.c(1750,1777)u$ $) c(1750,1777)=$ t;print $FORCE Q52a/23 1750-177$

if (c1753’2’.and.c1754n’ ‘) c1754’ ‘;print $FORCE Q53a$

if (c1754’12’.and.c(l755,1777)u$ $) c(1755,1777)=$ $; rint $FORCE Q53b$if (c(1763,1777)u$ $.and.c1762’ R‘) c1762’1’;print $FO CE Q53c$

if (c(1889,1891)u

!!

.and.c1892’l’) print$Fail Q54a

if (c(1893,1895)u .and.c1896’l’) print Fail Q54b$if /n/lQt?Q Il?cll)ll and r/IRq7 IR125)IIS <) T (c(1889.1891).ue.C(189s ,1895))$Q54a/b fail$

I I I I[ I I I I II [ I I I

if (c1897’2’.and.c(1898,1907)u$ $) c(1898 1907)=$ $;print $Force Q55a$if (c(1898,1902)u$ $.and.c (1903,1907)u$ $$ rint $Fall Q55b$if ((c391’1’.or.c392’1’.0r.c393’l’.oc39494’?.’).and.c(l9O8,l936)u$ $) c(1908,1936)=$ $;+ rint $FORCE Q55c 1908-1936 blank$i~ (c(1922,1936)u$ $.and.c1921t ‘) c1921’1’;print $FORCE Q55c 1921/1$

II 1 I

if (c(1943,1944)u

II

and.c1942’ ‘) c1942’1’;print FORCE Q56a 1942/1if (c(1946,1947)u Iand.c1945’

!‘) c1945’1’;print FORCE Q56a 1945/1

if (c(1949,1957)u and.c1945’ ‘) c1945’1’;print FORCE Q56a 1945/1Iif ((c(1937,1947)u$ $.or.c(1949,1957)u$ $).and.c1948’l’) print $fail Q56a$

if (c(1963,1964)u

ii

.and.c1962’ ‘) c1962’1’;print FORCE Q56b 1962/1if (c(1966,1967)u .and.c1965’

i‘) c1965’1’;print FORCE Q56b 1965/1

if (c(1968,1976)u .and.c1965’ ‘) c1965’1’;print FORCE Q56b 1965/1i

if (c(2114,2122)u$ $.and.c2113’ ‘) c2113’1’;print $FORCE Q58$r (numb(c2104’1’,c2105’l’,c2106’1’,c21O7’1’,C21O8’1’,c2109’1’,c211O’1’,c2111’1’,c2112’1’,c2113‘l’).le.1) $Fail Q58$

if (c2125’3’.and.c2l26n’ ‘) c2126’ ‘; rint $FORCE Q59c$$if (c(2133,2141)u$ $.and.c2132n’6’) c 132’6’;print $FORCE Q60$

if ((c2413’1’.or.c2l44’l’).and.c2145’l’) print $Fail Q62$

if (c1584’l’.and.(cl585’l’.or.c1586’l’.or.cl587’l’)) c(1585,1587)=$$!; rint $FORCE Q38b 1585-1587 blank$

if (c1586’1’.and.c1584n’l’and. (c1585’1’.or.c1587’l’)) c(1584,1585)= ; c1587’ ‘;+ rint $FORCE Q38b 1584-5 to blank * 1587 blan$i? (c1587’I’.and.c1584n’l’.and.c1586n’l’.and.c1585’l’) c1587’1’;c(1584,1586)=$ $;+print $FORCE Q38b 1587/1 * 1584-86 blank$

if ((c1043’1’.or.clO44‘1’.or.c1045’l’).and.c1046’l’) c1046’ ‘;print $FORCE Q18a$

if ((c161O’1’.or.c1611’l’.or.c1612’l’.or.c1613’l’.or.cl6l4‘1’.or.cl6l5’l’).and.c1616’1’) c1616’ ‘;+print $FORCE Q43b 1616 blank$

if ((c2127’1’.or.c2128’l’.or.c2129’l’.or.c2130’l’).and.c2131’l’) c2131’ ‘;print $FORCE Q59e$

if (c390’1’.and.cl387’l’) print $Fail Q26/Q9$

if (c803’1’ ) r (c391’1’.or.c394’l’.oc39595’1’) $Fail Q14a/9$count c(237,2168)$JN6833 Blue YCS POST$

listslistslistslistslistslistslistslistslistslistalistalists

cccccccccccc

,I

ConlineCpunch

—

.-

—

—

—

—

—

.—

—

—

APPENDIX 11

Code frames and instructions

—

.

.

.

—

— Youth Cohort Codeframes

Other people respondents rely on for advice about education, work or other-.matters. (Q.6b)

— 000001002

— 003004005006

— 007008009010—09699

l_NONElFRIEtiTEACHEWTRAINERHEALTHWORKEWDOCTORPROBATIONOFFICERSOMEONEWORKINGIN A CAREERYOU ARE CONSIDERINGYOUTHWORKERSOCIALWORKERSCOUT/GUIDELEADERANYFAMILYMENTIONCAREERSSERVICEBLANK

OTHER

—Main activity - doing something else (Q.9)

001— 002

003004005—006007008

. 009010011012.013014015016017018097—098099

PT EDUCATIOPWWUDENTPT JOB IF NOT MAIN ACTIVITYTEMPORARY/CASUAL WORKHOLIDAY (SCHOOL/COLLEGE/UNIVERSITY)HOLIDAY - OTHERABROAD (HOLIDAY AND/OR WORK ABROAD)VOLUNTARY WORKILLNESS/ACCIDENTWAITING TO START JOB/GOVERNMENT SUPPORTED TRAINING/TILMIUNG COURSEFULL TIME JOBFULL TIME EDUCATION/STUDENTTAKING A GAP YEARPREGNANT/JUST HAD BABYLOOKING AFTER HOME OR FAMILYTRAINING FOR JOBITRAINEEJOINED ARMED FORCESAVAITING TO GO INTO ARMED FORCESBEEN ILL/SICKAN HOSPITALLOOKING FOR EMPLOYMENTNOT STATEDDON’T KNOWOTHERS

—

—

—

Vocational Qualifications (Superclass II) (Q.11/12b/13b/24b)

001:BUSINESS/ FINANCE (GENERAL)002: MANAGEMENT (GENERAL)003: PUBLIC ADMINISTRATION004: INTERNATIONAL BUSINESS STUDIES/ BRIEFINGS005: ENTERPRISES006: MANAGEMENT SKILLS007: MANAGEMENT PLANNING & CONTROL SYSTEMS008: HUMAN RESOURCES MANAGEMENT009: FINANCIAL MANAGEMENT/ ACCOUNTING010: FINANCIAL SERVICES011: OFFICE SKILLS

—

.—

—

012: TYPING/ SHORTHAND/ SECRETARIAL SKILLS—

013: MARKETING/ PR014: EXPORT/ IMPORT/ EUROPEAN SLAES015: RETAILING/ WHOLESALING/ DISTRIBUTIVE TRADES

— 016: RETAILING/ DISTRIBUTION SPECIFIC TYPES017: SALES WORK018: PHYSICAL D1STRIBUTION019: COMPUTER TECHNOLOGY

—020: IT: COMPUTER SCIENCE/ PROGRAMMING/ SYSTEMS021: IT: COMPUTER USE022: USING SOFTWARE & OPERATING SYSTEMS

— 023: TEXT/ GIU4PHlCS/ MULTIMEDIA PRESENTATION SOFTWARE024: SOFTWARE FOR SPECIFIC APPLICATION INDUSTRIES025: INFORMATION WORW INFORMATION USE026: INFORMATION SYSTEMS/ MANAGEMENT

—027: LIBRARIES/ LIBRARIANSHIP028: HUMANITIES/ GENER4L STUDIES/ COMBINED STUDIES029: HISTORY

— 030: ARCHAEOLOGY031: RELIGIOUS STUDIES032: PHILOSOPHY033: GOVERNMENT/ POLITICS

—034: ECONOMICS035: LAW036: SOCIAL SCIENCES

— 037: SOCIAL STUDIES038: CULTUR4L/ GENDEW FOLKLORE039: LITERATURE040: LINGUISTIC STUDIES

—041: LANGUAGES042: CULTUIUL/ AREA/ SOCIAL/ DIASPORA STUDIES043: EDUCATION THEORY/ LEARNING ISSUES

— 044: TEACHER TRAINING045: TEACHING/ TRAINING: SPECIFIC SUBJECTS046: EDUCATION/ SCHOOL ORGANISATION047: TRAINl_NG/ VOCATIONAL QUALIFICATIONS

—048: CAREERS/ EDUCATION GUIDANCE WORK049: SELF DEVELOPMENT050: CAREER CHANGE/ ACCESS

. 051: CONTINUING EDUCATION (BASIC SKILLS)052: PERSONAL FINANCE/ CONSUMERISM/ RIGHTS053: PARENTING/ CARERS054: DISABLED PEOPLE: SKILLS/ FACILITIES

— 055: ClUSIS/ ILLNESS/ SELF HELP056: PERSONAL HEALTW FITNESS/ APPEARANCE057: THERAPEUTIC PERSONAL CARE

— 058: HAIR/ PERSONAL CARE SERVICES059: ART STUDIES/ FINE ARTS060: ART TECHNIQUES/ PRACTICE061: MUSEUM/ GALLERY/ CONSERVATION SKILLS

. 062: COLLECTING/ ANTIQUES063: CR4FTS: LEISURE/ GENER4L064: DECORATIVE LEISURE CRAFTS065: DECORATIVE METAL CRAFTS/ JEWELLERY—066: FASHION/ TEXTILES/ CLOTHING (CRAFT)067: FABRIC CRAFTS/ SOFT FURNISHINGS068: WOOD CANE & FURNITURE CRAFTS

— 069: GLASS/ CERIMICS/ STONE CRAFTS070: COMMUNICATION/ MEDIA (GENERAL)071: COMMUNICATION SKILLS

—

—

—

—

—

—

—

--

—

—

072: WRITING (AUTHORSHIP)073: JOURNALISM074: PHOTOGRAPHY075: FILIW VIDEO PRODUCTION076: AUDIO & VISUAL MEDIA077: PRINT & PUBLISHING078: PERFORMING ARTS079: DANCE080: THEATRE & DRAMATIC ARTS081: VARIETY CIRCUS& MODELLING082: THEATRE PRODUCTION083: MUSIC HISTORY/ THEORY084: MUSIC OF SPECIFIC KINDS/ CULTURES085: MUSIC PERFORMANCE086: MUSIC INSTRUMENT TECHNOLOGY087: SPORTS STUDIES/ COMBINED SPORTS088: AIR SPORTS089: WATER SPORTS090: ATHLETIC GYMNASTICS & COMBINED SPORTS091: WHEELED SPORTS092: WINTER SPORTS093: BALL & RELATED GAMES094: COUNTRY/ ANIMAL SPORTS095: INDOOR GAMES096: HOTEL/ CATERING (GENERAL)097: FOOD/ DRINK SERVICES098: CATERING SERVICES099: HOSPITALITY SERVICES100: BAKING/ DAIRY/ FOOD & DRINK PROCESSING101: COOKERY102: HOME ECONOMICS103: FOOD SCIENCE/ TECHNOLOGY104: TOURISM & TRAVEL105: LEISURE/ SPORTS FACILITIES WORK106: COUNTRY LEISURE FACILITIES WORK107: ARTS/ CULTUML/ HERITAGE ADMINISTRATION108: HEALTH CARE MANAGEMENT/ HEALTH STUDIES109: MEDICAL SCIENCES110: COMPLEMENTARY MEDICINE111: PARAMEDICAL SERVICES/ SUPPLEMENTARY MEDICINE112: MEDICAL TECHNOLOGY/ PHARMACOLOGY/ DENTAL SERVICES113: OPTHALMIC SERVICES114: NURSING115: SEM1-MEDICAL/ PHYSICAL/ PSYCHO/ THERAPIES116: PSYCHOLOGY117: OCCUPATIONAL HEALTH & SAFETY118: SOCIAL CARE/ SOCIAL WORK SKILLS119: FAMILY/ COMMUNITY WORK120: CRISIS SUPPORT/ COUNSELLJNG121: CHILD CARE SERVICES122: ENVIRONMENTAL PROTECTION/ CONSERVATION123: ENERGY ECONOMICS/ MANAGEMENT/ CONSERVATION124: POLLUTION/ POLLUTION CONTROL125: ENVIRONMENTAL HEALTH/ SAFETY126: CLEANSING127: FUNERAL SERVICES#128: SECURITY129: FIRE PREVENTION/ FIRE FIGHTING130: SCIENCE & TECHNOLOGY131: MATHEMATICS

—

—

—

.

—

—

—

—

—

.

—

—

—

—

—

—

—

.—

—

132: PHYSICS133: CHEMISTRY134: ASTRONOMY135: EARTH SCIENCES136: LAND & SEA SURVEYING/ CARTOGRAPHY137: LIFE SCIENCES138: AGRICULTURE HORTICULTURE (GENERAL)139: AGRICULTURAL SCIENCES140: CROP PROTECTION/ FERTILISERS/ BY-PRODUCTS141: CROP PRODUCTION142: GARDENING/ FLORISTRY/ PLANT SALES143: AMENITY HORTKXJLTURE/ SPORTS GROUNDS144: FORESTRY/ TIMBER PRODUCTION145: ANIMAL HUSBANDRY146: FISH PRODUCTION/ FISHERIES147: AGRICULTURAL ENGINEERING/ FARM MACHINERY148: AGRICULTUIW HORTICULTUML MAINTENANCE149: RIJIUL/ AGRICULTURAL BUSINESS ORGANISATION150: VETERINARY SERVICES151: PETS/ DOMESTIC ANIMAL CARE152: BUILT ENVIRONMENT (GENERAL)153: PROPERTY: SURVEYING/ PLANNING/ DEVELOPMENT154: BUILDING DESIGN/ ARCHITECTURE155: CONSTRUCTION (GENERAL)156: CONSTRUCTION MANAGEMENT157: BUILDING/ CONSTRUCTION OPEIL4TIONS158: BUILDING SERVICES159: INTERIOR DESIGN/ FITTTNG/ DECORATION160: CONSTRUCTION SITE WORK161: CIVIL ENGINEERING162: STRUCI’UIL4L ENGINEERING163: PRODUCTION/ OPERATIONS MANAGEMENT164: PLJRCHASING/ PROCUREMENT& SOURCING165: QUALITY & RELIABILITY MANAGEMENT166: INDUSTRIAL CONTROL/ MONITORING167: INDUSTRIAL DESIGN/ RESEARCH & DEVELOPMENT168: ENGINEERING SERVICES169: MANUFACTURING (GENERAL)170: MANUFACTURING/ ASSEMBLY171: INSTRUMENT MAIUNG/ REPAIR172: TESTING MEASUREMENT & INSPECTION173: CHEMICAL PRODUCTS174: GLASS/ CERAMICS/ CONCRETES MANUFACTURE175: POLYMER PROCESSING176: TEXTILES/ FABRICS (INDUSTRIAL)177: LEATHER FOOTWARE & FUR178: WOODWORKING/ FURNITURE MANUFACTURING179: PAPER MANUFACTURE180: FOOD/ DRINIU TOBACCO (INDUSTRIAL)181: ENGINEERING/ TECHNOLOGY (GENERAL)182: METALS WORKING/ FINISHING183: WELDING/ JOINING184: TOOLS/ MACHINING185: MECHANICAL ENG~EERING186: ELECTRICAL ENGINEERING187: POWER/ ENERGY ENGINEERING188: ELECTRONIC ENGINEERING189: TELECOMMUNICATIONS190: ELECTRICAL/ ELECTRONIC SERVICING191: AEROSPACE/ DEFENCE ENGINEERING

192: SHIP & BOAT BUILDING/ MAIUNE/ OFFSHORE ENGINEERING— 193: ROAD VEHICLE ENGINEERING

194: VEHICLE MAINTENANCE/ REPAIR195: RAIL VEHICLE ENGINEERING196: MINING/ QUARRYING/ EXTRACTION.197: OIL & GAS OPERATIONS198: CHEMICALS/ MATERIALS ENGINEERING199: METALLURGY/ METAL PRODUCTION200: POLYMER SCIENCE/ TECHNOLOGY201: TRANSPORT (GENERAL)202: FREIGHT HANDLING203: AVIATION—204: MARINE TECHNOLOGY205: R41L TRANSPORT206: DRIVING/ ROAD SAFETY

— 207: ROAD TIL4NSPORT OPERATION208: MOTOR TRADE OPERATIONS998: DELETE999: OTHERS—

GNVQ & AGNVQS (Q.23b)—

001: ART& DESIGN002: BUSINESS003: HEALTH & SOCIAL CARE

—004: LEISURE & TOURISM005: MANUFACTURING006: CONSTRUCTION

— 007: HOSPITALITY & CATERING008: SCIENCE009: ENGINEERING010: INFORMATION TECHNOLOGY

— 011: MANAGEMENT STUDIES012: MEDIA: COMMUNICATION & PRODUCTION013: RETAIL & DISTRIBUTION

. 014: LAND & ENVIRONMENT015: PERFORMING ARTS016: FRENCH017: GERMAN018: SPANISH098: DELETE099: OTHERS

—

Other academic qualification name (Q.1 l,12b,13b,24b)

—001002003

— 004005006

GCSEGCSE SHORT COURSE (SPECIFIC MENTIONS)NCC (NATIONAL CURRICULUM CERTIFICATE)GCE A-LEVELGCE A/S EXAMS LEVEL

007 OTHER ACADEMIC QUALIF1CATIONS (EXCLUDING HIGHER EDUCATION) NOT CODES 01-06.ABOVE OXFORD & CAMBRIDGE& SCOTTISH HIGHERS008 ----- --.-– .–--..

009— 010

011012

GNVQ FLNJNDA”l IUNGNVQ INTERMEDIATEGNVQ ADVANCEDOTHER GNVQ @OT CODES 08-1 O)RSA NVQ LEVEL l/CERTIFICATE

—

—

013— 014

015

016

017—018

019

020

021

022

023

024—025

026

027

028

029

RSA NVQ LEVEL 2/DIPLOMARSA NVQ LEVEL 3fADVANCED DIPLOMA/TEACHING CERTIFICATERSA NVQ LEVEL4/HIGHER DIPLOMWTEACHING DIPLOMARSA DON’T KNOW NVQ LEVEIJOTHER RSABTEC NVQ LEVEL lffIRST/GENERALCERTIFICATEBTEC NVQ LEVEL 2/FIRST/GENERALDIPLOMABTEC NVQ LEVEL 3/NATIONAL CERTIFICATE/DIPLOMABTEC NVQ LEVEL 4/HIGHER CERTIFICATE/DIPLOMABTEC DON’T KNOW NVQ LEVELIOTHER BTECCITY A GUILDS NVQ LEVEL l/PART1CITY a GUILDS NVQ LEVEL 2/PART2/CR4FT/INTERMEDIATECITY a GUILDS NVQ LEVEL 3/PART3/FINAL/ADVANCED CRAFTCITY A GUILDS NVQ LEVEL 4/CAREER EXTENSION/FTCCITY & GUILDS DONT KNOW NVQ LEVEL1OTHER C tkGCITY & GUILDS DIPLOMA OR VOCATIONAL EDUCATION (DVE)NATIONALCITY & GUILDS DIPLOMA OF VOCATIONAL EDUCATION (DVE)INTERMEDIATECITY AtGUILDS DIPLOMA OF VOCATIONAL EDUCATION (DVE)NOT KNOWN WHETHER

NATIONAL OR INTERMEDIATE030—031032033

. 034035036037—038039040

. 042043044045—.046

NVQ (NOT RSA BTEC OR C & G) LEVEL 1NVQ (NOT RSA BTEC OR C & G) LEVEL 2NVQ (NOT RSA BTEC OR C & G) LEVEL 3NVQ (NOT RSA BTEC OR C & G) LEVEL 4NVQ (NOT RSA BTEC OR C & G) DON’T KNOW LEVEL/OTHER NVQCPVEINTERNATIONAL BACCALAUREATEOND/ONC RECODE AS BTEC LEVEL 3HND/HNC RECODE AS BTEC LEVEL 4REGIONAL EXAMINING BODIESPROFESSIONAL QUALIFICATIONSOTHER BAND C NEC AT NVQ LEVEL 1OTHER BAND C NEC AT NVQ LEVEL 2OTHER BAND C NEC AT NVQ LEVEL 3OTHER BAND C NEC AT NVQ LEVEL 4OTHER BAND C NEC NVQ LEVEL NOT STATED (INCLUDE LCCI) & DUKE OF EDINBURGH PITMANS

LIFE SAVING AWARDS -050

— 051052053054055056057

— 096097098099—

HIGH DEGREE OF POSTGMDUATE AWARDSTEACHER TRAININGFIRST DEGREEDIPLOMA OF HIGHER EDUCATION (DIP HE)OTHER HIGHER EDUCATION DIPLOMA OR CERTIFICATEPROFESSIONAL QUALIFICATIONS - HIGHER EDUCATIONOTHER HIGHER EDUCATIONOTHER QUALIFICATION BAND NOT KNO~~DELETE

b~ ~,,< ! (#yti LL ~

NO QUALIFICATION b 1 !,v~ ~ WJ @ ‘UkUNCLEAIUUNCODEABLE

LL. ‘ b’d~d

QUALIFICATION NOT STATED

GCSES, A/S and A-Level codeframe—

101— 103

105106111

. 121131133

.

—

BIOLOGYBIOLOGY: HUMANBIOLOGY: SOCIALBIOLOGY: HUMAN & SOCIALCHEMISTRYPHYSICSSCIENCE: SINGLE AWARDSCIENCE:DUAL AWARD (1 st GRADE)

—

135 SCIENCE:DUAL AWARD (2ndGRADE)137 SCIENCE:DOUBLE AWARD (1stGRADE)139SCIENCE:DOUBLE AWARD (2ndGRADE)141 SCIENCE:BIOLOGY & CHEMISTRY145 SCIENCE:BIOLOGY & PHYSICS147 SCIENCE:CHEMISTRY & PHYSICS163AERONAUTICS165 SCIENCE:AGRICULTURE167 SCIENCE:APPLIED169 SCIENCE:ASTONOMY171BOTANY173 SCIENCE:ELECTRONICS

—175 SCIENCE:ENVIRONMENTAL177 SCIENCE:GEOLOGY179 SCIENCE:HORTICULTURE

— 181 SCIENCE:PHYSICAL183PSYCHOLOGY JMB/NEA185ROBOTICS187 SCIENCE:RURAL

—191 SCIENCE INSOCIETY193 SCIENCE:TECHNOLOGY197 SCIENCE:ZOOLOGY

— 199 SCIENCE:METEOROLOGY201 ENGINEERING SCIENCE203 SCIENCE:OTHER221 MATHEMATICS

—223 MATHEMATICS (PURE)224 DECISION/DISCRETE MATHEMATICS225 MATHEMATICS (APPLIED)

— 227 MATHEMATICS (PURE & APPLIED)228 PURE & DECISION MATHEMATICS229 MATHEMATICS (PURE & STATISTICS)230 STATISTICS& DECISION MATHEMATICS

— 23I MATHEMATICS (PURE& MECHANICS)233 MATHEMATICS (FURTHER)234 ADDITIONAL MATHEMATICS235 MATHEMATICAL STUDIES—251 STATISTICS261 COMPUTER STUDIES263 COMMUNICATION TECHNOLOGY

—. 265 INFORMATION TECHNOLOGY267 INFORMATION STUDIES281 CDT: TECHNOLOGY283 CDT: DESIGN.—285 CDT: DESIGN & COMMUNICATION287 CDT: DESIGN & REALISATION289 CDT: DESIGN & TECHNOLOGY

— 291 CDT: BUILDING STUDIES293 OTHER TECHNOLOGY SYLLABUSES294 DESIGN (BUT NOT ART & DESIGN)295 CONTROL TECHNOLOGY297 ENGINEERING299 ENGINEERING WORKSHOP THEORY & PRACTICE301 GEOMETRICAL & TECHNICAL DRAWJNG303 GRAPHICS305 METALWORK307 MOTOR VEHICLE STUDIES309 SOUND RECORDING311 WOODWORK313 TECHNICAL STUDIES

—

—.

.—

—

—

.—

—

.

—

—

321323325327331333335337339351353355357361363365367368369370381382383391393395397401411413415417419421423425427441443451452453455461471473475477479480481482483485487489491501511515

J

1

(

11

1

1

1

1

1<.

i(

II

I

I

F

II

F~

(

E

I

E

BUSINESS STUDIESBUSINESS STUDIES & ECONOMICSBUSINESS & INFORMATION STUDIES ( 1st GRADE)BUSINESS & INFORMATION STUDIES (2nd GRADE)HOME ECONOMICSHOME ECONOMICS: CHILD DEVELOPMENTHOME ECONOMICS: FOODHOME ECONOMICS: TEXTILESHOME ECONOMICS: HOME & FAMILYART & DESIGNART & DESIGN (DRAWING& PAINTING)ART & DESIGN (GRAPHICS)ART & DESIGN (PHOTOGRAPHY)ART & DESIGN (POTTERY)ART & DESIGN (PRINTING)ART & DESIGN (TEXTILES)ART & DESIGN (3-D STUDIES)ART & DESIGN (CRITICAL STUDIES)FINE ARTCRAFTART (WITHOUT ‘DESIGN’ ELEMENT)ART WITH HISTORYHISTORY OF ARTGEOGRAPHYENVIRONMENTAL STUDIESENVIRONMENTAL STUDIES DUAL AWARD (1st GRADE)ENVIRONMENTAL STUDIES DUAL AWARD (2nd AWARD)HISTORYAMERICAN STUDIESASIAN STUDIESEUROPEAN STUDIESFRENCH STUDIESMUSEUM STUDIESRUSSIAN STUDIESSPANISH STUDIESWELSH STUDIESGERMAN STUDIESECONOMICSECONOMICS & BUSINESS STUDIESHUMANITIES SINGLENITGRATED HUMANITIES SINGLENTEGRATED HUMANITIES DUAL AWARD (lst GRADE)NTEGWTED HUMANITIES DUAL AWARD (2nd GR4DE)lELIGIOUS STUDIESIOCIAL SCIENCEaRCHAEOLOGY20MMUNITY STUDIES.AW.0G1CLPHIL0SOPH%‘ERSONAL/SOCIAL EDUCATION‘ERSONAL & SOCIAL EDUCATION (1st GRADE)‘ERSONAL & SOCIAL EDUCATION (2nd GRADE),)OLITICSPSYCHOLOGYPUBLIC AFFAIRSSOCIOLOGYCITIZENSHIPENGLISHENGLISH LITERATUREENGLISH GRADE IN DUAL AWARD SYLLABUS

—

_.

—

—

—

—

--

.

.—

.

—

—

.—

—

—

516521522523531533534535536537538551552553555561563565567569571573575591593595597599601603605607609611613631651653655657659661663665681683685701702703704721723725741743745746747749

ENGLISH LITERATURE GRADE IN DUAL AWARD SYLLABUSDRAMADRAMA COMM THEATRECREATIVE WRITINGCOMMUNICATION STUDIESEXPRESSIVE ARTSSTAGE & PERFORMING ARTS DUAL AWARD (1 st GRADE)STAGE & PERFORMING ARTS DUAL AWARD (2nd GRADE)MEDWFILIWT’ELEVIS1ON STUDIESFILM STUDIESTHEATRE STUDIESWELSH FIRST LANGUAGEWELSH SECOND LANGUAGEWELSH LITERATUREIRISHDANISHDUTCHFRENCHGERMANITALIANMODERN GREEKPORTUGUESESPANISHARABICBENGALICHINESEGUJAIUITIHINDIJAPANESEMODERN HEBREWPANJABIPOLISHRUSSIANTURKISHURDuOTHER LANGUAGESANCIENT HISTORYCLASSICAL CIVILISATIONGREEKGREEWCLASSICAL CIVILISATION/GREEK LITERATUREGREEWROMAN CIVILISATIONLATINLATIIWROMAN CIVILISATION/LATIN LITERATUREOTHER CLASSICAL LANGUAGESCREATIVE ARTSDRESSJEWELLERYMUSICMUSIC: PRACTICALHISTORY OF MUSICMUSIC TECHNOLOGYSPORT/PHYSICAL EDUCATION STUDIESDANCEOUTDOOR PURSUITSACCOUNTING/FINANCECATERING STUDIESCOMMERCE/OFFICE STUDIESOFFICE TECHNOLOGYINDUSTRIAL STUDIESKEYBOARDING APPLICATIONS

—

—

751 LIBRARY STUDIES753 MONEY MANAGEMENT755 NAUTICAL STUDIES756 NAVIGATIONM4JUNE NAVIGATION757 PHOTOGRAPHY759 ROAD SAFETY761 SURVEYING763 TEXTILE/FASHION STUDIES765 TOURISM767 MARKETING769 NURSING771 FARM STUDIES781 GENEIL4L STUDIES800 DESIGN & TECHNOLOGY801 DESIGN/TECHNOLOGY & ART802 DESIGN/TECHNOLOGY & AUTOMATION803 DESIGN/TECH AUTOMOTIVE ENGINEERING804 DESIGN/TECH & THE BUILT ENVIRONMENT805 DESIGN~ECH & BUSINESS STUDIES806 DESIGN/TECH & CATERING807 DESIGN/TECH & CONSTRUCTION808 DESIGN/TECH & DRAMA809 DESIGN/TECH & ECONOMICS810 DESIGN/TECH & ELECTRONICS811 DESIGN~ECH & FASHION812 DESIGN~ECH & FOOD INDUSTRY813 DESIGN/TECH & HEALTH814 DESIGN/TECH & INDUSTRY815 DESIGN/TECH & MUSIC816 DESIGN/TECH & PRODUCT DESIGN817 DESIGN/TECH & TRANSPORT818 DESIGN/TECH & CHILD DEVELOPMENT820 INFORMATION SYSTEMS821 IT& ART822 IT& AUTOMOTIVE ENGINEERING823 IT& BUILDING STUDIES

— 824 IT& BUSINESS STUDIES825 IT& CATERING826 IT& DRAMA827 IT& ECONOMICS828 IT& ELECTRONICS829 IT& FASHION830 IT& FOOD INDUSTRIES

— 831 IT& HEALTH832 IT& INDUSTRY833 IT& MUSIC834 IT& TRANSPORT840 TECHNOLOGY841 TECHNOLOGY & ART842 TECH & AUTOMOTIVE ENGINEERING

— 843 TECH & BUILDING STUDIES844 TECH & BUSINESS STUDIES845 TECH & CATERING846 TECH & CONSTRUCTION847 TECH & DIWMA848 TECH & ECONOMICS849 TECH & ELECTRONICS

— 850 TECH & FASHION851 TECH & FOOD INDUSTRY852 TECH & INDUSTRY

—

—

853854860861862

— 863864901902—903904905

— 999

TECH & MUSICTECH & TRANSPORTWELSH & ARTWELSH & BUSINESS STUDIESWELSH & DMMAWELSH & INFORMATION TECHNOLOGYWELSH & RELGIOUS STUDIESDESIGN/TECH & ELECTRONIC PRODSDESIGN/TECH & FOOD TECHNOLOGYDESIGN/TECH & GRAPHIC PRODSDESIGN/TECH & RESIST MATERIALSDESIGN/TECH & TEXTILES TECHOTHERS

Qualification results (Q1l/Q.12b)—

—

—

—

—

000 NONE]001 A002 B003 c004 D005 E006 F007 G008 N009 u

010 PASS011 FAIL012 DISTINCTION013 PENDING014 MERIT015 CREDIT096 NOTHING098 DONT KNOW099 OTHERS

Other place where taking course (Q.15b)

000 ~ONE]001 SCHOOL002 SIXTH FORM COLLEGE003 FURTHER EDUCATION/TERTIARY COLLEGE004 INDEPENDENT/OTHER COLLEGE005 PRIVATE TRAINING CENTRE006 TR41NING RUN BY YOUR EMPLOYEW’RMIWNG PROVIDER007 YOUR PLACE OF WORK

— 096 BLANK99 OTHER

Other period

000 NONE]001 TERM

— 002 YEAR003 WEEK096 BLANK

— 99 OTHER

when maintenance grant obtained (Q.18b)

Standard Occupational Classification Codeframe (Q.28/29/Q.57b-d)—.

— 010-019 MANAGERS AND ADMINISTRATORS020-029 PROFESSIONAL OCCUPATIONS030-039 ASSOCIATED PROFESS1ONAL & TECHNICAL040-049 CLERICAL AND SECRETARIAL-—050-059 CRAFT AND RELATED060-069 PERSONAL & PROTECTIVE SERVICE OCCS.070-079 SALES

— 080-089 PLANT & MACHINERY OPERATIVES090-099 OTHER OCCUPATIONS100 INSUFFICIENT INFO/ NOT ANSWERED

—Standard Industrial classification Codeframe (Q.31)

—001 AGRICULTURE, HUNTING & RELATED SERVICE ACTIVITIES002 FORESTRY,LOGGING & RELATED SERVICE ACTIVITIES005 FISHING/OPERATION OF FISH HATCHERIES& FISH FARMS; SERVICE ACTIVITIES INCIDENTAL TO

— FISHING010 MINING OF COAL& LIGNITE; EXTRACTION OF PEAT011 EXTRACTION OF CRUDE PETROLEUM & NATURAL GAS; SERVICE ACTIVITIES INCIDENTAL TOOIL & GAS EXTRACTION EXCLUDING SURVEYING

—012013014

— 015016017018

—019

MINING OF URANIUM & THORIUM ORESMINING OF METAL ORESOTHER MINING & QUARRYINGMANUFACTURE OF FOOD PRODUCTS& BEVERAGESMANUFACTURE OF TOBACCO PRODUCTSMANUFACTURE OF TEXTILESMANUFACTURE OF WEARING APPAREL;DRESSING & DYEING OF FURTANNING & DRESSING OF LEATHER;MANUFACTURE OF

LUGGAGE,HANDBAG, SADDLERY,HARNESS & FOOTWEAR020 MANUFACTURE OF WOOD& PRODUCTS OF WOOD & CORK, EXCEPT FURNITURE;MANUFACTURE

— OF ARTICLES OF STRAW & PLAITING MATERIALS021022023

—024025026027028029030

—031032033034035036037

—040041045

— 050

MANUFACTURE OF PULP,PAPER & PAPER PRODUCTSPUBLISHING/PRINTING & REPRODUCTION OF RECORDED MEDIAMANUFACTURE OF COKE,REFINED PETROLEUM PRODUCTS& NUCLEAR FUELMANUFACTURE OF CHEMICALS& CHEMICAL PRODUCTSMANUFACTURE OF RUBBER& PLASTIC PRODUCTSMANUFACTURE OF OTHER NON-METALLIC MINER4L PRODUCTSMANUFACTURE OF BASIC METALSMANUFACTURE OF FABRICATED METAL PRODUCTS, EXCEPT MACHINERY& EQUIPMENTMANUFACTURE OF MACHINERY & EQUIPMENT NOT ELSEWHERE CLASSIFIEDMANUFACTURE OF OFFICE MACHINERY& COMPUTERSMANUFACTURE OF ELECTRICAL MACHINERY& APPARATUS NOT ELSEWHERE CLASSIFIEDMANUFACTURE OF RADIO, TELEVISION& COMMUNICATION EQUIPMENT& APPARATUSMANUFACTURE OF MEDICAL,PRECISION & OPTICAL INSTRUMENTS, WATCHES & CLOCKSMANUFACTURE OF MOTOR VEHICLES,TR41LERS & SEMI-TRAILERSMANUFACTURE OF OTHER TRANSPORT EQUIPMENTMANUFACTURE OF FURNITURE;MANUFACTURING NOT ELSEWHERE CLASSIFIEDRECYCLINGELECTRICITY,GAS, STEAM & HOT WATER SUPPLYCOLLECTION,PURIFICATION & DISTRIBUTION OF WATERCONSTRUCTIONSALE,MAINTENANCE & REPAIR OF MOTOR VEHICLES& MOTORCYCLES;RETAIL SALE OF

AUTOMOTIVE FUEL051 WHOLESALE TRADE & COMMISSION TR4DE, EXCEPT OF MOTOR VEHICLES& MOTORCYCLES052 RETAIL TRADE, EXCEPT OF MOTOR VEHICLES& MOTORCYCLES;REPAIR OF PERSONAL &

.— HOUSEHOLD GOODS055 HOTELS & RESTAURANTS060 LAND TRANSPORT;TRANSPORT VIA PIPELINES

061062

—063064065

— 066067070071

WATER TRANSPORTAIR TRANSPORTSUPPORTING & AUXILIARY TRANSPORT ACTIVITIES;ACTIVITIES OF TR4VEL AGENCIESPOST & TELECOMMUNICATIONSFINANCIAL INTERMEDIATION,EXCEPT INSURANCE & PENSION FUNDINGINSURANCE & PENSION FUNDING,EXCEPT COMPULSORY SOCIAL SECURITYACTIVITIES AUXILIARY TO FINANCIAL INTERMEDIATIONREAL ESTATE ACTIVITIESRENTING OF MACHINERY& EQUIPMENT WITHOUT OPERATOR&OF PERSONAL& HOUSEHOLD

—GOODS072073

— 074075080085—090091092

— 093095097098

—099100101102103104105

.

COMPUTER & RELATED ACTIVITIESRESEARCH & DEVELOPMENTOTHER BUSINESS ACTIVITIESPUBLIC ADMINISTRATION & DEFENCE;COMPULSORY SOCIAL SECURITYEDUCATIONHEALTH & SOCIAL WORKSEWAGE & REFUSE DISPOSAL,SANITATION & SIMILAR ACTIVITIESACTIVITIES OF MEMBERSHIP ORGANISATIONS NOT ELSEWHERE CLASSIFIEDRECREATIONAL,CULTURAL & SPORTING ACTIVITIESOTHER SERVICE ACTIVITIESPRIVATE HOUSEHOLDS WITH EMPLOYED PERSONSdeleteEXTRA TERRITORIAL ORGANISATIONS & BODIESOTHERSRECEPTIONISTCLER.WCLERICALSECRETARIALADMIN ASSISTANTACCOUNTS CLEIUUASSISTANTCUSTOMER CARE ADVISOWASSISTANT

Other government supported training (Q.39b)

001002003

-- 004005006007008009010

— 011012013014

— 015016017

— 018019020021

— 022023024025—026027

ADVANCEASSETCAREER CARDCAREER CREDITCAREER FOCUSCAREER PLUSCAREER WISECAREERLINESCAREERSHIPCHOICECHOICESCONNECTIONSDIRECTIONSEXTENDFAST FORWARDFUTUREFUTURESGOING PLACESGREAT OPPORTUNITIESIMPACTJOB LINKJOB SKILLSNETWORKNEW HORIZONNEXT STEPNVQ - WAY AHEADNVQ OPTIONS

—

—

028029.030031032

— 033034035036037038039

. 040041042043044045046

— 047

OPEXPATHWAYSPROSPECTSQUEST CARDRIGHT TRAKROUTESSKILLDEVELOPMENT CREDITSSKILLS& YOUTHSKILLSCARDSKILLSEEKERSTARGET NVQTHE EDGE SKILL ACCOUNTTHINK AHEADTRAINING CREDITSTWINING CREDITS FOR NVQ’STYNESKILL CHOICESVlpVISIONSYOUNG OPTIONSYOUTH CREDITS

—

—

-—

—

.—

—

048 GET AHEAD049 NEW DEAL050 GATEWAY051 NVQ (UNSPECIFIED)096 DELETE097 NOTHING098 DONT KNOW099 OTHERS

Reasons why respondent has not been looking for a job or training place (Q.53c)

000 NONE]001 1AM WAITING FOR THE RESULTS OF AN APPLICATION FOR A JOB/BEING ASSESSED BY ATRAINING AGENT002 I AM A STUDENT003 I AM LOOKING AFTER THE FAMILY/HOME004 I AM TEMPORARILY SICK OR INJURED005 I AM LONG TERM SICK OR DISABLED006 I BELIEVE THERE ARE NO JOBS AVAILABLE007 I HAVE NOT STARTED LOOKING YET008 I AM ON A TRAINING COURSE009 ALREADY WORKING / HAVE A JOB010 LOOKING FOR WORK/A JOB096 BLANK099 OTHER

Other reasons for not being in education,

000001002003004005.006007008009010

—

training or work (Q.55c)

NONE]NEED MORE QUALIFICATIONS OR SKILLSLOOKING AFTER HOME/CHILDRENLOOKING AFTER OTHER FAMILY MEMBERSPOOR HEALTH OR DISABILITYHOUSING PROBLEMSFAMILY PROBLEMSTRANSPORT PROBLEMS (NO CAWUNSUITABLE PUBLIC TRANSPORT)WOULD BE WORSE OFF IN WORIUON A COURSEDRUGS/ALCOHOL PROBLEMSCRIMINAL RECORD

011.— 012

013014015—096099

THERE ARE NO DECENT JOBS OR COURSES AVAILABLEHAVE NOT DECIDED WHAT JOB OR COURSE TO DOHAVING A BREAK FROM STUDYJUST FINISHED EXAMWSTUDIESALREADY HAVE COLLEGEICOURSE/TRAINING ORGANISED TO START SOONBLANKOTHERS

Other persons in the household (Q.56a/b)

000— 001

002003004—005006007

. 008009010011—012013014

.— 015016017018..-019020021

— 096099

NONE]FATHERSTEPFATHERMOTHERSTEPMOTHERYOUR OWN CHILDRENBROTHERS OR SISTERSGWNDMOTHERGRANDFATHERHUSBANDBOYFRIENDFRJENDAUNTUNCLECousinSTEPBROTHERS/STEPSISTERSMOTHERS BOYFRIENIYPARTNERGIRLFRIENDNIECE/ NEPHEWBROTHER / SISTER -IN LAWCAT/ DOG/ PETFOSTER CHILD/ CHILDRENBLANKOTHERS

— Other ethnic group (Q.58)

000001002003004

— 005006007008009010096

.— 099

~ONE]WHITEBLACK - CARIBBEANBLACK - AFRICANOTHER BLACKASIAN - INDIANASIAN - PAKISTANIASIAN - BANGLADESHICHINESEOTHER ASIANMIXED RACEBLANKOTHERS

Other type of housing (Q.60)—

000001002

— 003004005

.

~oNE]OWNED BY PARENTS OR YOURSELFRENTED FROM THE COUNCILRENTED FROM A HOUSING ASSOCIATIONRENTED PRIVATELYIN A HOSTEL

006 OWNED BY CARERS. 096 BLANK

099 OTHERS

— Other comments (Q.65)

000001002003004005006007008009010011

— 012013014015016017018

. 019020021022

.023024025026097098099

—

—

NONE]IN FULL TIME EMPLOYMENTLOOKING FOR FULL TIME EMPLOYMENTIN PART-TIME EMPLOYMENTLOOKING FOR PART-TIME WORKIN FULL TIME EDUCATIONINTENDING TOGO INTO FULL TIME EDUCATIONIN PART-TIME EDUCATIONINTENDING TOGO INTO PART-TIME EDUCATIONHAVE A TEMPORARY/HOLIDAY JOBVOLUNTARY WORKABROAD/HOLIDAY OR WORK ABROADILLNESS/ACCIDENTHAD A TEMPORY / HOLIDAY JOBCOMMENTS ABOUT THE QUESTIONNAIRE ITSELFQUESTIONNAIRE NOT RELEVANT TOMECOMMENTS ABOUT QUALIFICATIONS / SCHOOLS/ COLLEGESCOMPLAINTS ABOUT JOB / JOB RELATED ISSUES/ PAYFAMILY RELATED ISSUES / PREGNANCYCOMMENTS ABOUT BENEFITS e.g.NOT HAVING ENOUGHFAILED COURSESDROPPED OUT OF COURSESDON’T WANT TO TAKE PART IN ANY MORE RESEARCH

ANY COMMENTS RELATED TO CAREERS ADVICETAKING FURTHER COURSES / STUDIESPROMOTIONS GAINED WITHIN THE JOBHAVE APPLIED / BEEN ACCEPTED FOR THE ARMED FORCES I POLICE / FIRE SERVICENOTHINGblanks/deleteOTHERS

.

—

.—

—

—

APPENDIX 12

Weighting matrix and weighting factors

I I I I I I

,, GCSE ACHIEVEMENTS OF 15 YEAR OLD PUPILS 1998/99

region school type(slgor) (s1estab)TOTAL TOTAL

NORTH EAST GOR Comprehensive

Independent other

NORTH WEST GOR Comprehensive + Modem(LEA16 + LEA18)

Independent/ Seletilve

YORKSHIRE & HUMBER G020mprehensive/ Modern

gender(s1sex)TOTAL

Sex Boys

Gkls

Sex BoysGirls

Sex Boys

Girls

Sex Boys

Girls

Sex Boys

Girls

I

exam results(slpeta)TOTAL

5+ A*-C1-4 A*-C1+ A*-G (no A*-C)No passes5+ A*-C

14 A*-CI+ A*-G (no A“-C)

No passes

Anything5+ A*-C

1-4 A*-C

5+ A*-C

14 A*-C1+ A*-G (no A*-C)No passes5+ A*-C

1-4 An-C1+ A*-G (no A*-C)

No passes5+ A*-C

1-4 A*-C1+A*-G (no A*-C)/ no pas

5+ A*-C

1-4 A*-CI+ A*-G (no A’-C)/ no pas

5+ A*-C

14 A*-C1+ A*-G (no A*-C)No passes5+ A*-C

1-4 A*-C1+ A*-G (no A*-C)

No passes

I

Number of15 year old pupils

600,647

5,2773,9175,000

8416,7783,8473,589

751

56949566

14,86210,65711,2691,850

18,39210,1587,9721,6073,366

271261

3,216183126

10,0137,1559,4741,854

12,6346,9816,5291,488

I

Sample size

13698

154845821

218974913

1621

1

43319810147

5521997035

10692

12471

26414411144

3841578250

( I

Weight factor Weight sum of weights

43.84924807

34.2662337746.6309523886.2068965540.0476190531,0917431239.6597938773.2448979657.76923077

35.562523.57142857

66

34.3233256453.82323232t 11.574257439.3617021333.3188405851.04522613113,885714345.9q42857131.7547769830.11111111

130.525,9354838726.14285714

126

37.928030349.6875

85.3513513542.1363636432.9010416744.4649681579.62195122

29.76

0.781461.063441.965980.9133

0.709060.904461.670381.31745

00.811020.537561.50516

00.782761.227462.5445

0.897660.759851.164112.597211.047090.72418

0.68672.976110.591470,5962

2.873480

0.864961.133141.946470.960940.750321.014041.815810.67869

120.35389.3353114.03519.1807154.58687.738881.854617.1281

011.266711.28951.50527

0329.129

230.99245.90641.1212406.673222.437175.31835.693186.598518.245713.159786.142313.41067.07019

0227.683

162.25215.04842.0562287.073158.714148.13233.8229

,( I I

Independent/ Selective Sex Boys

Girls

EAST MIDLANDS GOR Comprehensive/ Modern Sex Boys

Girls

Independent/ Selective Sex Boys

Girls

WEST MIDLANDS GOR Comprehensive/ Modern Sex Boys

Girls

Independent / SelecWe Sex Boys

Girls

EAST OF ENGLAND GOR Comprehensive/ Modern Sex Boys

Gkls

lndependenV selective Sex Boys

I

5+ A*.C14 A*-C1+ A*-G (no A*-C)/ no pas

5+ An-cnot 5+ A*-C

5+A*-C1-4A*-C1+A*-G(noA*-C)Nopasses5+A*-C1-4A*-C1+A*-G(noA*-C)Nopasses5+A*-C1-4A*-C1+A*-G(noA*-C)/Nopa5+A*-C1-4A*-C1+A*-G(noA*-C)/Nopa

5+ A*.C1-4 A*-C1+ A*.G (no A’-(JNo passes5+ An-c1-4 A’-C1+ A*-G (no A*-C)No passes5+ A*.C1-4 A*-C1+ A*-G (no A*-c)No passes5+ A*-Cnot 5+A*-C

5+ A*-C4-4 A*-C1+ A*-G (no A*-C)No passes5+ An-c1-4 A*-C1+ A*-G (no A*-C)No passes5+ A*-C

I

144311498

1427261

8,9335,9386,8921,08510,7555,7374,457917183017210319009232

11,2038,3049,1681,283

14,0617,9835,9401,0752340202

53133

2173230

12,4627,5846,9721,141

15,4307,0794,249

8942509

I

3431

542

2451276826320119642161228321

3301527435

421167672769222

992

3631217233484170521862

I

42.44+ 176473898

26.42592593130.5

36.4612244946.75590551101.352941241.7307692333.609375

48.2fO0840369.640625

43.666666673086

51.522.89156627

4632

33.9484848554.63157895123.891891936,6571428633.3990498847.8023952188.6567164239.8~48148133.91304348

10126.566.5

21.94949495115

34.3305785162.6776859596.8333333334.5757575831.8801652941.6411764781.7115384649,6666666740.46774794

I

0.967890.866612.234930.602652.97611

00.831511.066292.31~40.951690.766481.099451.588180.995840.684161.961271.174480.522051.049050.72977

00.774211.24592.825410.835980.761681.090152.021850.907990.77342.303350.604341.516560.500572.62262

00.782921.429392.208320.788510.727040.949641.863461.132670.92288

I I I

33.59483.5351

1.3228133.61765.04036

0200.155130.368151.78124.3351240.911

125.6997.135320.298345.31778.963182.2807147.71247.252651.25439

0250.559184,806204.23728.7141312.981

177.53132.64623.924658.31779.191256.066683.5807157.26868.14213

0282.625170.597156.63925.3159349.632159.28595.5844

19.97958,8194

, I I I I I I I / 1 I I I [ 1’

1-4A*-C1+ A*.G (no A*-C)No passes5+ An-c1-4 A*-CI+ A*-G (no A“-C)/ No pa

21933

2112244

131117

2138731

109.533

70.3333333325.7931034543.66666667

117

2.497190.752581.603980.588220.995842.66823

01.134952.636630.971130.834081.549972.103281.086110.943570.86715

7.366683.124575.5193153.4598

5.15442.87369

0252.018438.899438.899334.238216.827116.61324.950999.6441106.235

Girls

I INNER LONDON GOR Comprehensive Sex Boys

Girls

5+A*-C1-4A*-Cl1+A*-G(noA*-Nopasses5+A*-C1-4A*-C1+A*-G(noA*-C)Nopassesanythinganything

2,9866,590511

4,2063,8742,02938113241597

605712

1155722

83242

49.76666667115.614035142.5833333336.5739130467.9649122892.22727273

47.62541.375

38.02380952Independent Sex Boys

Girls

Comprehensive/ Modern Sex BoysII OUTERLONDONGOR 5+ A“.c1-4 An-C1+ A*-G (no A’-c)No passes5+ A’-c1-4 A*-C1+ A*-G (no A“-C)Nopasses5+A”-CII-4A*-Cl+A*-G(noA*-C)/ nopas5+ A*-cnot5+A*-C

8,3276,4605,312

90810,9495,9643,209

7473244

1272940

293

192974116

32380291297

199

3

43.3697916766.59793814129.5609756

56.7533.89783282

74.55110.6551724

62.2533.44329897

12729.6969697

97.66666667

0.989071.518792.954691.294210.773051.700142.523541.419640.762692.896290.677252.22733

252.018438.899438.899438.899334.238216.827116.61324.950999.64414.76668106.23516.3755

Girls

Independent/Selective Sex Boys

Girls

Comprehensive/ modern Sex BoysSOUTHEASTGOR 15,49010,1719,4721,539

18,6409,5685,9021,0447683788567

7960843

4421779037

549200

6222

220148

31811

35.0452488757.46327684105.244444444.5945945933.95264117

47.8495.1935483947.4545454534.9227272756.28571429

70.87525.03f4465476.63636364

0.799221.310472.400140.948580.7743

1.091012.170931.082220.796431.283621.616330.570851.74772

00.81308

323.108191.397170.71128.3492379.989171.943102.99718.4281

205.458.545817.8579226.67957.1089

0230.192

5+ A*-c1-4 A*-C1+ A*-G (no A*-C)No passes5+ A*-C14 A*-C1+ A*-G (no A*-C)No passes5+ A*-C14 A*-C1+ A*.G (no A*-C)/ No pa5+ A*-cnot5+A*-C

Girls

Independent/Selective Sex Boys

Girls

Comprehensive/ Modern Sex BoysSOUTHWESTGOR 5+ An-c 10,375 291 35.65292096

I

WALES GOR

I I I I I

1-4A*-C1+ A*-G (no A*-C)No passes

Girts 5+ A*-C1-4 A*-CI+ A*-G (no A*-C)

No passesIndependent/ Seletilve Sex Boys 5+ An-c

1-4 A*-C1+ A*-G (no A*-C)No passes

Giris 5+ A*-Cl 1-4 A*-CI+ A*.G (no A*-C)/ no pas

All Sex Boys 5+ A*-c1-4 An-CI+ A*-G (no A*-C)/ no pas

Girls 5+ An-c1-4 A*-CI+ A*-G (no A*-C)

No passes

I [ I

6,6486,231

79112,4985,8883,877

7033293

32176

2413762207

7,5214,3355,8279,2014,1143,0281,008

600,647

1356127

378133601691

612

1512

2149049

303882522

13698

49.24444444~02.14754129.2962963

33.0634920644.2706766964.61666667

43.937536.18681319

53.576

120.524.91390728

103.5

35,1448598148.16666667118.918367330.36633663

46.75121.12

45.81818182

I I

1.12304 145.3722.32952 134.8580.66811 16.42110.75403 277.061.00961 128.4041.47361 83.47391.00201 15.07550.82526 81.53531.22009 13.57021.73321 8.985992.74805 7.115810.56817 88.60552.36036 5.77019

0 00.80149 171.5321.09846 98.86872.71198 132.8970.69252 209.8481.06615 93.82832.76219 69.0598

1.0449 22.9895

7899.368687 16434.1

I I.

—

.

.

—.

.

.

APPENDIX 13

Definition of derived variables

—

—

—

—

—

—.

.—

—

--

—

—

. .

—.

-.

-—

Annex 1: VARIABLE SPECIFICATIONS FOR THE YCS QUANVERT

SIAGEJ

SIAGES

SIGOR

SISSR

S1 SCH

SILEAUA

S1 DENOM

SITEC

SILOCED

SISEG

Slslc—

Slsoc

.— S1SOCP

S1 SEX—

S1 MRET—

S1 RESP

—

—

DATABASE: COHORT 10 SWEEP 1

Age at 1‘t Jan 2000 (years) from sample file.

Age at time of survey (years) from sample file and booking in.

Government office region from the sample file

Standard statistical region from the sample file

Year 11 school type from the sample file

LEA/UA from the sample file

Year 11 school denomination from the sample file

Tec areas from the sample file

Currently studying, which institution ? Q15a use Register of EducationalEstablishments, else use QI 5b.

Parent’s socio-economic group-from Q57: information about parents occupation.(Parents SEG is based on the father’s SEG unless his is unclassified or not-stated, in which case the mother’s SEG is used).

Standard Industrial Classification, of respondents Q28,29,31

Standard Occupational Classification, of respondents Q25 yes, Q26 yes andQ28,Q29,Q30, Q31 .

Standard Occupational Classification, of parents Q57. *Please refer email

Respondents gender.

Month of response

Response type: Postal (can this be split by questionnaire

SIJANOO, S1 FEBOO etc. Activity for each month - from question 10Diary-grid

1-3?) / telephone

—

—

—

—

—

—

—

—

—.

.—

SIETH Grouped Ethnic groups

From question 58.

W biteBlackAsianMixed/OtherRefused to sayNot stated

SIETH1 Ethnic group (detailed breakdown)

From question 58.

WhiteBlack-Caribbean-African-Other BlackAsian-Indian-Pakistani-Bangladeshi-Chinese-OtherAsianOtherMixedRefused tosayNot stated

.—

SIPARED Parents education

.—

—

—

.

From question 57, please tell us about your parents or step-parents.

Fathers degree-Yes-No-Not answer

Fathers A Level-Yes-No-Not answer

Mothers degree-Yes-No-Not answer

: From a57, a57fh any (yes)any (Yes)any (No)any (Not answer): From a57, a57fg any (yes)any (Yes)any (No)any (Not answer): From a57,a57mh any (yes)any (Yes)any (No)any (Not answer)

-—

—

—

Mothers A Level From a57, a57mg-Yes any (Yes)-No any (No)-Not answer any (Not answer)

SIPEMP Parents in employment

From question 57, please tell us about your parents or step-parents.

Both parents : From a57, a57fa any(yes) AND a57ma any (yes)Father only : From a57, a57fa any (yes) AND a57ma not (yes)Mother only : From a57, a57fa not (yes) AND a57ma any (yes)Neither parent : From a57, a57fa not (yes) AND a57ma not (yes)

SIPFTWK Parents in full time employment

—From question 57, please tell us about your parents or step-parents.

.

-.

At least one parent : From a57, a57fa any(yes) OR a57ma any (yes)Neither parent : From a57, a57fa any (no) AND a57ma any (no)Not answer : From a57,(any a57fa (not answer) AND a57ma any

(not answer))OR (a57fa any (not answer AND a57ma any (no))OR (a57fa any (no) AND a57ma any (not answer))

—

S1 HOUSE Housing Tenure

From question 60, what type of house do you live in ?

Owned by parents/self : From a60, any (owned by parents/self)Council rented : From a60, any (rented from council)Other rented : From a60, any (rented from housing assoc, rented privately)Other : From a60, any (in a hostel, other)Not answer : From a60, any (not answer)—

S1 TRUAN Year 11 truancy

From question 61.

—

—

—

—

Persistent Truancy-Weeks at a time-Several days at a timeOccasional Truancy-Particular days or lessons-Odd days/lessonsNeverNot stated

S1 EXPEL Expelled or suspended

.—

3

From question 62, were you excluded from school at any point during years 10 or 11 ?

—

—

—

Expelled/Suspended : From a62, any (permanent exclusion, fixed term suspended)No : From a62, any (no)Not answer : From a62, any (not answer)

S1 CAR School career lessons

From question 5.Base: Q5a- Had any classes or tutorial groups led by a teacher which covered careers topics,Includes usefulness of contact (from Q5b).

Received career session (Yes Q5a)Usefulness:-Very-Fairly-Not very-Not at allNot answered usefulness question

Not received career session (no Q5a)Not stated (Not answer Q5a)

-.

SICSGP Careers Service Group session

-.

—

—

.

—

—

.

—

From question 4aBase: Q3a Had a discussion with someone from the Careers Service about future.Includes usefulness of contact (from Q4b) in:-i. Providing information (Information)ii. Explaining options available (Options)iii. Helping to make a decision (Decision).

Had a discussion with someone from careers service (Yes Q3a)Had a group session

-Providing information-Explaining options available-Helping you make a decision

Did not have a group sessionNot stated whether or not had a group session

S1 CSOWN Individual Careers Service Interview

From question 3.Base: Q3a- Had a discussion with someone from the Careers Service about future.Includes usefulness of contact (from Q3b and Q3c) in:-i. Providing information (Information)ii. Explaining options available (Options)iii. Helping to make a decision (Decision).

Had a discussion with someone from careers service (Yes Q3a)Had an individual interview

..—

—

-Providing information-Explaining options available-Helping you make a decision

Did not have an individual interviewNot stated whether or not had an individual interview

—.

SIWEXP Work experience

—

—

—-

—

.-

-.

--

—

.—

—

—

—

-—

.

From question 2 (page 1) - work experience during years 10 and 11.

Offered work experience (Yes Q2a)-Did not do work experience (No Q2b)-Not stated whether did work experience (Not answer Q2b)-Did work experience (Yes Q2b)

■ Taught a great deal (Q2c)■ Taught quite a lot (Q2c)■ Taught not much (Q2c)■ Taught nothing at all (Q2c)■ Not answered taught (Q2c)

Not offered work experience (No Q2a)Not answered offer of work experience (Q2a Not answer)

S1 ESTAB Year 11 school type from the sample file

LEA Comp 16GM Comp 16LEA Comp 18GM Comp 18LEA SelectiveGM SelectiveModernIndependentNot stated

SIACTI Activity at the moment - from question 9

GST

Ft EdFT jobPT jobLooking after home familyOut of workhnemployedSomething elseNot stated

:(Question 9 Modern Apprenticeship, NationalTraineeship, Youth Training or other GST) OR ((Question9Ft/Pt Job) AND (Question 39 yes)):(Question 9 Ft ed at school or college):(Question 9 Ft Job) AND not (Question 39 yes):(Question 9 Pt Job) AND not (Question 39 yes):(Question 9 Looking after home or family):(Question 9 Out of work/unemployed):(Question 9 Doing something else):Not answered

—

5

.—

.

..—

.

---

—

—

—

—

—

—

S1 ECACT Economic activityILO employed :(Q52a - Yes, or Q52b - Yes, or Q52c - Yes)ILO unemployed :(Q52a -No and Q52b - Not yes and Q52c - Not yes) and

((Q52d - Yes) or (Q53a - Yes and Q53b - Yes))Econ. Inactive : (Q52a -No and Q52b - Not yes and Q52c - Not yes and Q52d-

Not yes) and ((Q53a - No) or (Q53b - No))Not answered :None of the above

SIED_TR Education and Employed Funded Training (categories are mutually exclusive)

Ft education :(Question 9 Ft ed at school or college)GST :(Question 9 Modern Apprenticeship, National

Traineeship, Youth Training or other GST) OR((Question 9 Ft/Pt Job) AND (Question 39a Yes))

Other EFT :(Question 9 Ft/Pt job) AND ((Question 44 yesreceived on the job training) OR (Question 45b yesreceived off the job training)) AND not (Ft Ed orGST as defined above)

Other education or training :(Question 22a yes) OR (question 23a yes) OR(Question 24a yes) AND not (Ft ed, GST, EFT asdefined above)

Total education/training :Sum of the aboveNot in education/training :Not (Ft ed/GST/EFT/Other ed/tr as defined above)

S1 ED_TR2 Education and training (categories are mutually exclusive)

Ft education :(Question 9 Ft ed at school or college)GST :(Question 9 Modern Apprenticeship, National

Traineeship, Youth Training or other GST) OR((Question 9 Ft/Pt Job) AND (Question 39a yes))

Employed in training :(Q9 Ft/Pt Job) AND (sled_tr total in ed/tr)Unemployed/other in training :(sled_tr total in ed/tr) AND (Q9 not GST, Ft/Pt

job, Ft ed)Total education/training :Total of aboveEmployed without training :(sled_tr not total in ed/tr) AND(Q9 in Ft/Pt job)NEET :(slneet Neet)

SINEET Not in education, employment or training

In education/employment/training :(sled_tr in total in cd/training) OR (Q9 in Ft/Ptjob)

Not in ed/employment/training :(sled_tr no cd/training) AND (Q9 not Ft/Pt job)

SIETW in education, training or work—

—

—

Total education or training :(sled_tr total in cd/training)No education or training :(sled_tr not in cd/training)Total ed, training or work :(sled_tr total in cd/training) OR (sljob In a Job)No education, training or work :(sled_tr not in cd/training) AND (sljob not in a

job)SIGST Government Supported Training (type)

.

Modern Apprenticeship :Question 39b. National Traineeship :Question 39b

Youth Training :Question 39bOther Training :Question 39bNot answered— :Question 39b

SIJOB Main activity in employment

In a job :(s1 actl in FffPt employment)Notin a job :(slactl notin Ft/Pt employment)

—.SIEMPLO In employment - GST, FT job, PT job (main activity) -

GST :(Question 9 Modern Apprenticeship, National Traineeship, Youth—

Training or other GST) OR ((Question 9Ft/Pt Job) AND (Question 39a yes))FT job :(Question 9 Ft Job) AND not (Question 39a yes)PT job :(Question 9 Pt Job) AND not (Question 39a yes)

—

SILIVE Living arrangements, from question 56a.

. Father (step-father) only :Any (father/step-father) AND NOT (mother/step-mother)

Mother (step-mother) only :Any (mother/step-mother) AND NOT (father/

-. step-father)Neither parent :NOT (mother/step-mother/father/step-father/

not answer)Both parents :Any (mother/step-mother) AND Any (father/step-father)..Not answer :(Not answer)

-—S1 LIVEA

Yes— No

Not answer

—

S1 LIVEB

. YesNo

Not answer—

Living with own children, question 56a.

:Any (Own children):NOT (Own children/not answer):(Not answer)

Living with partners, question 56a.

:Any (Other .. . ..girlfriend/boyfriend/partner/spouse....):Not (Other . .. ..girlfriend/boyfriend/partner/spouse.....)AND Not (Not answer):(Not answer)

S1 LONEP Lone parent (Single and living with own child), questions 56a..

Yes (a lone parent) :Q56a any (own child) AND (Q56a NOT(Other .. . ..partner/spouse/girlfriend/boyfriend)

.AND Q56a NOT (Not answer))

No (not a lone parent) : NOT (Q56a any (own child) AND (Q56a NOT(Other... .partner/spouse/girlfriend/boyfriend) ANDQ56a NOT (Not answer)))

Not answer :Q56a any (Not answer)

—

SIDISAB Do you have a disability or health problem ? Question 59a.

—

—

—

—

--

..-

—

Yes :(Yes)No :(No)Not answer :(Not answer)

S1 PAYH Hourly pay from main job - base: GST or job at question 9.from question 36 and question 35. Calculated by money taken home each week (Q35) dividedby hours worked in week (Q36).

S1 PAYH2 Hourly pay from all jobs - base: More than one job or training place Q37afrom question 37b and question 37c. Calculated by money taken home each week (Q37b)divided by hours worked in week (Q37c).

S1 QWRKT Training in employment - Coverage all those routed to Q25.

GSTOn-the-job training (past 4wks)On-the-job training (more than 4 weeks)Off-the-job training (past 4wks)Day releaseBlock releaseNo trainingNot applicable

:from question 39a yes:from question 44- past 4 weeks:from question 44- more than 4 weeks:from question 46- past 4 weeks:from question 48a:from question 49b:none of the above:not in employment or GST - question 9

SIA_C Number of GCSES at grades A*-C by year 11

S1 D_G Number of GCSES at grades D-G by year 11—

SIME GCSE Maths and English by sweep 1.—

—

—

—

—

Obtained maths A*-C-Obtained English A*-C-Obtained English D-G-Did not obtain EnglishObtained Maths D-G-Obtained English A*-C-Obtained English D-G-Did not obtain EnglishDid not obtain Maths-Obtained English A*-C-Obtained English D-G-Did not obtain English

SIALNUM Number of A levels by sweep 1From questions 11 and 12Count an A/S level as 0.5 A levels0.5,1,1 .5,2,2 .5,3,3.5,4+

SIACQU Highest year 11 academic qualification (excl. GNVQS)Q11. Priority coded.

5+ GCSES A*-C1-4 GCSES A*-C5+ GCSES D-G1-4 GCSES D-GNone reported

—

—

-.—

—

—

.—

—

—

—

SIACQE Highest academic qualification by end of sweep (excl. GNVQS)Q11 and QI 2.Priority coded.

5+ GCSES A*-C1-4 GCSES A*-C5+ GCSES D-G1-4 GCSES D-GNone reported

SINVQA NVQS achieved by end of sweep: Level 4, Level 3, Level 2, Level 1 (this can bemulti-coded) Q11 and QI 2

SIPETA Year 11 Attainment as appears in the latest school performance tables.Similar to SIACQU, but incorporating GNVQ’S.

5+ GCSE A*-C or an intermediate GNVQ, or

(a part one intermediate GNVQ and 3+ GCSE A*-C)1-4 GCSE A*-C or a part one intermediate GNVQ5+ GCSE D-G or (a foundation GNVQ and 1+ GCSE) or (a part one foundation GNVQand 3+ GCSE D-G)1-4 GCSE D-G or a foundation GNVQ or (a part one foundation GNVQ and 1+ GCSED-G)NoneNot stated

SIACQNO Highest academic qualification sought (excl GNVQS) -from question 22b

2+ A-levels1-1.5 A-levels0.5 A Levels5+ GCSES1-4 GCSESOther academic qualificationsNoneNot stated

(count an A/S level as 0.5 A-levels)

.

9

—

—

—

.—

--

—

—

—

SIACAD Academic qualifications studied from question 22b.

Studying academic qualifications--A Level-AS Level-GCSE-Other academic

Not studying academic qualifications

Slvoc Vocational qualifications studied, from question 23b,24b.

Studying a GNVQ-Advanced full award-Intermediate full award-Foundation full award-Advanced certain units-Intermediate certain units-Foundation certain units

Studying for NVQ-NVQ Level 1-NVQ Level 2-NVQ Level 3-NVQ Level not sure/not answer-BTEC Level 1-BTEC Level 2-BTEC Level 3-BTEC Level unsure/not answer-C&G Level 1-C&G Level 2-C&G Level 3-C&G Level unsure/not answer-RSA Level 1-RSA Level 2-RSA Level 3-RSA Level unsure/not answer-Other Level 1-Other Level 2-Other Level 3-Other Level unsure/not answer

SIGNVQ Studying for GNVQ (this can be multi-coded) Q23b.Full

FoundationIntermediateAdvanced

UnitsFoundationIntermediateAdvanced

Unclear/Not answered

10

—

—

—

-.

.

-—

—

SINVQ Studying for an NVQ (exclude NVQ level equivalents) (this can be multi-coded)Q24b.

FullLevel 1Level 2Level 3Level 4/5Not sure

UnitsLevel 1Level 2Level 3Level 4/5Not sure

.- SISAIM Main study aim (priority coded)Derived from SIACAD and SIVOC

— Studying for a qual-NVQ Level 3-Advanced GNVQ

— -GCE A/AS Level-Other Level 3 or equiv-NVQ Level 2-Intermediate GNVQ-Other Level 2 or equiv-GCSE-NVQ Level 1—-Foundation GNVQ-Other Level 1 or equiv-Other courses level unknown—-Not stated/unclear

—

-.

SIGCSE Average GCSE point score(WhereA*=8,A=7,B=6,C= 5, D=4,E=3,F=2,G=I)

Bands : Less than 4, 4-4.4,4 .5-4.9,5-5 .4,5.5-5.9,6-6.4,6.5-6.9,7-7.4,7.5-7.9,8

11

—

.-

—.

—

.

—

.-

—

.—

.

SIVOQU - Highest Yrl 1 vocational qualification

From QI 1

Full Award

Units only

LevelUnknown

Not stated

Level 3

Level 2

Level 1

Level 3

Level 2

Level 1

If QI 1 qualification name/level is ‘GNVQ advanced’ or‘RSA NVQ L3’ or ‘BTEC NVQ L3’ or ‘C&G NVQ L3’ or‘NVQ L3’ or ‘Other band L3’ AND corresponding resultis ‘Pass’ or ‘Distinction’ or ‘Merit’ or ‘Credit’. -If QI 1 cmalification name/level is ‘GNVQ intermediate’or ‘RSA’ NVQ L2’ or ‘BTEC NVQ L2’ or ‘C&G NVQ L2’or ‘NVQ L2’ or ‘Other band L2’ AND correspondingresult is ‘Pass’ or ‘Distinction’ or ‘Merit’ or ‘Credit’ ANDnot in row above.IfQ11 qualification name/level is ‘GNVQ foundation’ or‘RSA NVQ L1’ or ‘BTEC NVQ L1’ or ‘C&G NVQ L1’ or‘NVQ LI’ or ‘Other band LI’ AND corresponding resultis ‘Pass’ or ‘Distinction’ or ‘Merit’ or ‘Credit’ AND not inrows above.If QI 1 qualification name/level is ‘Part 1 GNVQAdvanced’ AND corresponding result is ‘Pass’ or‘Distinction’ or ‘Merit’ or ‘Credit’ AND not in rows above.If QI 1 qualification name/level is ‘Part 1 GNVQIntermediate’ AND corresponding result is ‘Pass’ or‘Distinction’ or ‘Merit’ or ‘Credit’ AND not in rows above.If QI 1 qualification name/level is ‘Part 1 GNVQFoundation’ AND corresponding result is ‘Pass’ or‘Distinction’ or ‘Merit’ or ‘Credit’ AND not in rows above.IfQ11 qualification name/level is ‘RSA NVQ L4’ or‘BTEC NVQ L4’ or ‘C&G NVQ L4’ or ‘NVQ L4’ or ‘Otherband L4’ or ‘Other GNVQ’ or ‘RSA don’t know ...’ or‘BTEC don’t know..,’ or ‘C&G don’t know...’ or ‘C&Gdve’ or ‘NVQ don’t know...’ or ‘Other band c nec NVQ’AND corresponding result is ‘Pass’ or ‘Distinction’ or‘Merit’ or ‘Credit’ AND not in rows above.All those not in any of the categories above.

—

—.

.

12

.-

SIVOQE - Highest Sweep 1 vocational qualification.—

From Qll and Q12

—

—

..—

..

.

—

—

—

.

Full Award

Units only

LevelUnknown

Not stated

Level 3

Level 2

Level 1

Level 3

Level 2

Level 1

If QI 1 orQ12b qualification name/level is ‘GNVQadvanced’ or ‘RSA NVQ L3’ or ‘BTEC NVQ L3’ or ‘C&GNVQ L3’ or ‘NVQ L3’ or ‘Other band’.If QI 1 orQ12b qualification name/level is ‘GNVQintermediate’ or ‘RSA NVQ L2’ or ‘BTEC NVQ L2’ or‘C&G NVQ L2’ or ‘NVQ L2’ or ‘Other band L2’ AND notin row above.If QI 1 or QI 2b Qualification name/level is ‘GNVQfoundation’ or ‘RSA NVQ L1’ or ‘BTEC NVQ LI’ or‘C&G NVQ LI’ or ‘NVQ L1’ or ‘Other band L1’ AND notin rows above.IfQ11 or QI 2b qualification name/level is ‘Part 1GNVQ Advanced’ AND not in rows above.IfQ11 or QI 2b qualification name/level is ‘Part 1GNVQ Intermediate’ AND not in rows above.If QI 1 or QI 2b qualification name/level is ‘Part 1GNVQ Foundation’ AND not in rows above.If QI 1 orQ12b qualification name/level is ‘RSA NVQL4’ or ‘BTEC NV”Q L4’ or ‘C&G NVQ L4’ or ‘NVQ L4’ or‘Other band L4’ or ‘Other GNVQ’ or ‘RSA don’t know

. . . ‘ or ‘BTEC don’t know...’ or ‘C&G don’t know...’ or

‘C&G dve’ or ‘NVQ don’t know...’ or ‘Other band c necNVQ’ AND not in rows above.All those not in any of the categories above.

13

—

.

—

—

SIAVQU - Highest Year 11 qualification

From Qll, slacuu, slvoqu, sla c,sld q

Level 3 If slvoqu is ‘Full Award L3’ or number of A/AS levels from QI 1 is‘> 2’ (counting AS level as 0.5).

Level 2 If slvoqu is ‘Full Award L2’ or number of A/AS levels from Q11 is‘1’ or’1 .5’ (counting AS level as 0.5) or SI acqu is ‘5+ A*-C’ ANDnot in row above.

Level 1 If slvoqu is ‘Full Award L1’ or number of A/AS levels from QI 1 is‘0.5’ (counting AS level as 0.5) or {sum of sla_c and sld_g is ’4’}AND not in rows above.

Less than If slvoqu is ‘Units only L3’ or ‘Units only L2’ or ‘Units only LI’ orLevel 1 {sum of sla c and sld_g is ’1’ or ’2’ or-’3’} AND not in rows above.Level unkown If SI voqu is ‘Full Award L4’ or ‘Level Unknown’ AND not in rows

above.Not stated All those not in any of the categories above.

—

—

—

—

-..

14

.

—

—

—

—

-.

SIHIQUA - Highest Sweepl qualification

From Qll, Q12, slacue, slvoae, slalnum

Level 3 Academic If slalnum is ‘> 2’ AND not in row below.Vocational If SI voqe is ‘Full Award L3’ AND not in row aboveAcademic and If slvoqe is ‘Full Award L3’ AND if slalnum is ‘> 2’.Vocational

Level 2 Academic If slalnum is ‘1’ or’1 .5’ or slacqe is ‘5+ A*-C’ AND not in rowbelow AND not in rows above.

Vocational If SI voqe is ‘Full Award L2’ AND not in rows above.Academic and If slvoqe is ‘Full Award L2’ AND {slalnum is ’1’ or’1 .5’ or slacqeVocational is ‘5+ A*-C’} AND not in rows 1 to 3.

Level 1 Academic If slalnum is ‘0.5’ or {number of GCSES A*-G from QI 1 and Q12(avoiding duplicates) is ’4’} AND not in row below AND not inrows above.

Vocational If slvoqe is ‘Full Award L1’ AND not in rows above.Academic and If slvoqe is ‘Full Award L1’ AND [slalnum is ‘0.5’ or {number ofVocational GCSES A*-G from Q11 and Q12 (avoiding duplicates) is ‘4’}]

AND not in rows 1 to 6.Less than All If S1voqe is ‘Units only L3’ or ‘Units only L2’ or ‘Units only L1’ orLevel 1 {number of GCSES A*-G from QI 1 and Q12 (avoiding duplicates)

is ‘1’ or ’2’ or ’3’} AND not in rows above.Level All If S1voqe is ‘Full Award L4’ or ‘Level Unknown’ AND not in rowsunknown above.&l-. -.—*—J A II AI I. L--- -—.:- ——. .—r* l-- -—. -— —-!-- —L ----

Iwx sKatea I All I HII lno.se no~ In any OT Ine ca~egorles aDove.

-.

.—

—

—

-.

15

SIVOCNO - Highest vocational qualification sought

—From Q23b, Q24b

—

—

—

—

—

—

Full Award

Units only

LevelUnknown

Not stated

Level 3

Level 2

Level 1

Level 3

Level 2

Level 1

If variable a23_bb3 is ‘GNVQ Full Award’ or Q24b is‘NVQ Full Award Level 3’ or ‘BTEC NationalCertificate/Diploma’ or ‘Other BTEC L3’ or ‘C&GPart3/Final/Advanced’ or ‘Other C&G L3’ or ‘RSAAdvanced Diploma’ or ‘Other RSA L3’ or ‘Other VQLevel 3’.If variable a23_bb2 is ‘GNVQ Full Award’ or Q24b is‘NVQ Full Award Level 2’ or ‘BTEC First Diploma’ or‘Other BTEC L2’ or ‘C&G Part2/CrafUlntermediate’ or‘Other C&G 12’ or ‘RSA First Diploma’ or ‘Other RSAL2’ or ‘Other VQ Level 2’ AND not in row above.If variable a23_bbl is ‘GNVQ Full Award’ or Q24b is‘NVQ Full Award Level 1‘ or ‘BTEC First Certificate’ or‘Other BTEC L1’ or ‘C&G Partl’ or ‘Other C&G LI’ or‘RSA Certificate’ or or ‘Other RSA 11’ ‘Other VQ Level1‘ AND not in row above.If variable a23_bb3 is ‘GNVQ Certain Units only’ orQ24b is ‘NVQ Certain Units only Level 3’ AAU3 not inrows above.If variable a23_bb2 is ‘GNVQ Certain Units only’ orQ24b is ‘NVQ Certain Units only Level 2’ AND not inrows above.If variable a23_bbl is ‘GNVQ Certain Units only’ orQ24b is ‘NVQ Certain Units only Level 1‘ AND not inrows above.If either ‘Level’ box or ‘Sunject’ box is completed inQ23b or if any ‘studying fo;’ box in Q24b is ticked(including ‘Other VQ’ qualification boxes) AND not inrows above.All those not in any of the categories above.

—

—

--

—

16

Youth Cohort Study: Joint Survey of 19 and 17 Year Olds (Cohort 9 Sweep 4 and Cohort 10 Sweep 2) Technical Report Rory Fitzgerald, Steven Finch, Steve Kelly, Christos Korovessis and Sarah Tipping

Youth Cohort Study: Joint Survey of 19 and 17 Year Olds (Cohort 9 Sweep 4 and Cohort 10 Sweep 2) Rory Fitzgerald, Steven Finch, Steve Kelly, Christos Korovessis and Sarah Tipping Prepared for the Department for Education and Skills July 2003 P2030

Contents

1 INTRODUCTION ..............................................................................................2 1.1 Background to the study...........................................................................2 1.2 Cohort 9 Sweep 4 ......................................................................................3 1.3 Cohort 10 Sweep 2.....................................................................................3 1.4 Overview of study design.........................................................................4 1.5 Changes since the previous sweeps..........................................................5 1.6 Time references.........................................................................................5 1.7 Archiving the data ....................................................................................5

2 QUESTIONNAIRE DEVELOPMENT AND PILOTING ...........................6 2.1 Questionnaire design ................................................................................6

2.1.1 Self Completion Postal Questionnaires ...........................................................6 2.1.2 Cohort 9 Telephone Survey.................................................................................7 2.1.3 Cohort 10 Telephone Survey ...............................................................................7

2.2 Expert panel ..............................................................................................8 2.3 Cognitive pilot ..........................................................................................8 2.4 Interviewer Assisted Pilot.........................................................................9

Self Completion Postal Questionnaire .............................................................................9 2.5 Telephone pilots......................................................................................10 2.6 CATI Development.................................................................................11

3 DATA COLLECTION......................................................................................12 3.1 Postal surveys .........................................................................................12

Telephone helpline................................................................................................... 13 3.2 Telephone surveys ..................................................................................13 3.3 Incentive experiment...............................................................................13

3.3.1 Incentive experiment design ............................................................................ 15 3.4 Response rates.........................................................................................19

4 DATA PREPARATION...................................................................................27 4.1 Booking in ...............................................................................................27 4.2 Editing and coding..................................................................................27

4.2.1 Qualification coding............................................................................................ 28 4.2.2 Occupation coding............................................................................................... 28

5 WEIGHTING.....................................................................................................29 Cohort 9 Sweep 4..................................................................................................... 29 Cohort 10 Sweep 2 .................................................................................................. 34

APPENDIX A DERIVED VARIABLES .................................................................................................. 42

APPENDIX B TELEPHONE SURVEY DOCUMENTS .................................................................... 64

APPENDIX C CODE FRAMES...............................................................................................................178 Cohort 10 Codeframes ..........................................................................................179 Cohort 9 Code Frames..........................................................................................185 Subject Code Frames.............................................................................................190 Type of Qualification Frame ...............................................................................208

APPENDIX D COGNITIVE QUESTIONNAIRES ............................................................................210

APPENDIX E POSTAL QUESTIONNAIRES ....................................................................................245

National Centre for Social Research

1

Acknowledgements First and foremost, our thanks go to all the young people who responded to the Joint Surveys who gave some of the best response rates seen on YCS surveys for a number of years. At the Department for Education and Skills (formerly the Department for Education and Employment), thanks are due to Iain Noble and John Kerr for the useful and realistic advice provided throughout the project as well as an innovative approach to response maximisation and new methodologies on the YCS surveys. Tim Thair made major contributions to the management of data processing and dataset design. At the National Centre (NatCen) Rory Fitzgerald, Steven Finch and Margaret Blake designed the research and Christos Korovessis and Sarah Tipping provided input at the sampling and weighting stages. Marion Downie and Heather Clements managed the data processing and coding. Peyman Damestani and Erroll Harper managed the project computing and data processing as part of Steve Kellys team.


2

1 INTRODUCTION

1.1 Background to the study

The Youth Cohort Study (YCS) is a programme of research among young people aged 16 and upwards, to monitor their decisions and behaviour in the transition from compulsory education to further or higher education, or to the labour market. The key aim of the research is to identify and explain the major factors influencing post-16 transitions, such as educational attainment, training opportunities and experiences at school. This technical report concerns a YCS survey, in late 2000 and early 2001, of two groups of young people, aged either 17/ 18 or 18 / 19. Although information collected in the survey was quite wide-ranging, it focused, in the main, on such matters as economic activity and qualifications gained and sought. The YCS now spans more than 15 years, with the first survey in the series being carried out in 1985 (Cohort 1 Sweep1). A brief history of the first ten years of the YCS can be found in Gill Courtenay: England and Wales Youth Cohort Study Handbook: The first ten years (London, HMSO, 1996). The YCS is currently funded and managed by the Department for Education and Skills (DfES). YCS cohorts are drawn every two years by taking a simple random sample of pupils on Year 11 school registers (at the ‘academic age’ of 15). The sample includes pupils in both maintained and independent sectors but excludes those in special schools and Pupil Referral Units and those in schools with less than 20 Year 11 pupils. The first survey (or ‘sweep’) of those sampled takes place one year later, with subsequent sweeps at varying time intervals (usually annually but occasionally after shorter intervals). To date, there have been 11 YCS Cohorts and more than twenty five sweeps (details of these are set out in Table 1.1), with a considerably larger number of reports on a wide range of topics. The questionnaires have been designed, over the history of the YCS, to be broadly comparable, but external changes and shifts in policy interest, as well as major and extensive changes over time in the structure of qualifications and training, have brought about changes in the questionnaire - some minor, others fundamental. Position of this study in the YCS series. Table 1.1 shows the 11 YCS cohorts and the individual survey sweeps to date. The separate Cohorts are listed across the page while the ‘Sweeps’ (postal and, more recently, telephone contacts with respondents) are shown by the year in which they took place.


3

Table 1.1: YCS design

Cohorts:

Year

1 2 3 4 5 6 7 8 9 10 11

1985 16 1986 17 16 1987 18 17 16 1988 18 17 1989 18 16 1990 17 1991 18 16 1992 17 16 1993 18 17 1994 23 18 1 16 1995 1996 18 16 1997 1998 18 16 1999 17 2000 20 182 162 2001 2002 18 16

1. Cohort 6 were surveyed twice in 1994 (Sweeps 3 and 4). 2. These cohorts were surveyed twice in 2000. Cohort 9 had sweeps 3 & 4 and cohort 10 had sweeps 1 & 2.

1.2 Cohort 9 Sweep 4

The issued sample for cohort 9 sweep 4 (c9s4) comprised the respondents who had replied to the third sweep of cohort 9 carried out earlier in the year. Numbering just under 6,500 and aged 18/19 years at the time of the sweep. They had previously been surveyed in 1998 and 1999.


The issued sample for cohort 10 sweep 2 (c10s2) comprised the respondents to the first sweep of cohort 10. These participants (a little under 14,000) were first surveyed in the spring of their first year following compulsory education (2000) when they were 16/17 years old, approximately seven months before the beginning of this sweep.


4

1.4 Overview of study design

Survey overview In both surveys a core set of data was collected comparable to that collected in earlier surveys. The majority of sample members in both cohorts (4,180 in cohort 9 and 8,876 in cohort 10), received a postal questionnaire, the questionnaire for this forming the core questionnaire. There was, however, a significant departure from the method of previous surveys in that certain sub-samples, in both cohorts, were targeted for additional questions on specific topic areas through telephone interviews as the initial mode of data collection (rather than as a follow up method for those who failed to reply to postal approaches). The use of telephone interviewing enabled a significant expansion in both topic coverage and the detail sought. Telephone interviewing For both surveys, a key feature of data collection was telephone interviews with sub-samples of cohort members. The target populations for these telephone surveys were: • Cohort 9 - all cohort members who had not yet achieved level 3 qualifications

(two A or AS levels or equivalents) by sweep 3 who received the core questionnaire and the 'options and choices' modules. The issued sample was 2,211 cohort members.

• Cohort 10 - a sample of cohort members who had not achieved level 2 qualifications (5 GCSEs at grades A* to C or equivalents) by the end of year 11 who received the core questionnaire and the ‘options and choices’ modules (the issued sample was 2,156 cohort members).

• Cohort 10 - a sample of those who had achieved level 2 qualifications by the end of year 11 received the core questionnaire and the 'Higher Education' module (the issued sample was 2,863 cohort members).

Postal surveys In addition to the telephone interviews, the usual YCS self completion postal survey was carried out for the remaining members of each.


5

1.5 Changes since the previous sweeps

The designs of both Cohorts were substantially different to those of previous cohorts in the series in two key ways: • the shorter time period between sweeps (six months instead of a year) and • the use of telephone surveys, with those selected for this method being surveyed

about more topics and in greater detail. In addition, both postal questionnaires (and the core questionnaire for the telephone interviews) were changed in minor ways to take account of changes in the worlds of education, work and training, new research needs and difficulties with the questions which had been identified during past surveys and pilot work.

1.6 Time references

Some questions relate to specific points in time. For example, on cohort 9 respondents were told ‘We would like to know what you are doing at the moment’ (Q2) or whether they have done any paid work ‘last week, that is, in the last 7 days?’ (Q37). The first questionnaire mail-out was on 10th November 2000 and the cut-off date for receiving questionnaires was 12th February 2001. The time references in the returned questionnaires might, therefore, be to any date or period from early November until early February. The date on which the questionnaire was received at NatCen and ‘booked in’ is recorded as part of the datafiles. The date on which the questionnaire was completed is likely to be a day or two prior to booking in (all postage was first class). However, it is possible that some respondents left a time gap between completing their questionnaire booklet and posting it to NatCen.

1.7 Archiving the data

All YCS data is deposited with the UK Data Archive (UKDA) at Essex University and can be accessed from there. Further details on how to access YCS data can be obtained from the Archive itself (http://www.archive.ac.uk/).


6

2 QUESTIONNAIRE DEVELOPMENT AND PILOTING

2.1 Questionnaire design

The extent of questionnaire re-design required varied by mode. The postal questionnaires for both cohorts were largely based on questions included in previous YCS sweeps and therefore the piloting and development work required was limited, although the Cohort 10 questionnaire needed substantial reduction from that used at Sweep 1. The telephone surveys included not only a CATI version of the questions included in the postal questionnaire but also new questions (about half the questionnaire content) that required thorough development and testing.

2.1.1 Self Completion Postal Questionnaires

Copies of the postal self completion questionnaires are included in Appendix D. These were intended to: A. Record the current activities of young people and identify all education, training and labour market activities engaged in. B. Track the routes respondents have taken through education, training and the labour market since previous sweeps. C. Record all qualifications gained and courses entered but not completed since the previous sweep and qualifications currently being sought. The questionnaire structure for both cohorts was therefore as follows: 1. Views about work and education 2. Respondents current activities 3. Qualifications obtained since January 2000 4. Full-time education 5. Part-time education 6. Qualifications being studied for now 7. Jobs and training 8. On-the-job and off-the job training 9. Work and looking for work 10. Household details Most of the questions in the Joint Surveys postal questionnaire used had been included in previous YCS surveys. . A key aim in the development stage was to reduce the length of the questionnaires in comparison to the most recent surveys to encourage better response.


7

2.1.2 Cohort 9 Telephone Survey

Questions for the cohort 9 telephone surveys were developed by NatCen researchers from an outline provided by DfES. The telephone survey for cohort 9 included a CATI version of all the questions included in the self completion postal questionnaire. In addition there was a module for all respondents who had not achieved level 3 qualifications by the time of the previous sweep (Options and Choices). The questionnaire collected the following information: • Expected activities in 12 months time • Expected activities at age of 21 • Qualifications / jobs experience needed to attain expected activity by age of 21 • Worries associated with continuing in education • Prospects / training from current employer • Difficulties finding suitable work in local area • Advice and guidance • Parents and families

2.1.3 Cohort 10 Telephone Survey

As with cohort 9, questions for the cohort 10 telephone surveys were developed by NatCen researchers from an outline provided by DfES. The telephone survey for cohort 10 included a CATI version of all the questions included in the self completion postal questionnaire. In addition, there was a module for a sample of respondents to cohort 10 wave 1 who had not achieved level 2 qualifications at the time of that sweep. The questionnaire collected the same information as for cohort 9 sweep 4 for those who had not achieved level 3 qualifications at the previous sweep (Options and Choices). In addition a sample of respondents to cohort 10 sweep 1 who had achieved level 2 qualifications by that time were asked a different set of questions. The questionnaire covered: • Whether respondent applied for HE • Gap Years • Decisions about HE • Reasons for not applying for HE • Sources of information / advice about HE Background factors surrounding HE decision


8

2.2 Expert panel

An in-house expert panel, comprising researchers at the NatCen, was convened to evaluate all draft questionnaires. For the Joint Surveys researchers considered the questionnaires and then sent written comments to the YCS research team. These ranged from general comments about the lay out and routing instructions to specific comments on individual questions. A report was prepared for DfES and considered along with suggested changes from other parts of the development.

2.3 Cognitive pilot

The questions for the specialist telephone modules were tested in cognitive pilots. Copies of the cognitive questionnaires are attached in the Appendix . Questionnaire A: 'Higher Education' - was designed for those who had achieved at least 5 GCSE's at grade C+ or who hold equivalent level vocational qualifications. The questionnaire covered a number of aspects of decision making on entering higher education and was for Cohort 10 respondents only. Questionnaire B: 'Options and Choices' - was designed for those who had not achieved, by the time of the previous sweep, at least 5 GCSE's at grade A* - C, or including equivalent level vocational qualifications (Cohort 10) or, for Cohort 9 level three qualifications (2 or more A levels or vocational equivalent). This questionnaire covered the educational and employment aspirations of this group. Three cognitive interviewers each recruited 6 respondents to complete the questionnaire. All sample members were recruited using door step recruitment methods to a quota range as specified below. Table 2.1: Cognitive Sample Age Total 17 19 Total 3-4 2-3 6 Men 1-4 1-3 1-3 Women 1-4 1-3 1-3 Questionnaire A (Those with 5 Grade C+ GCSE's or equivalent)

2-3 0 2-3

Questionnaire B (Those who have not achieved 5 Grade C+ GCSE's or equivalent)

1-2 2-3 2-3

A screening sheet was designed to help the interviewer identify whether the young person recruited should answer questionnaire A or B.


9

Methodology Interviewers used the “think aloud” method of interviewing for each question in turn, asking the respondent to explain what they understood each question to mean and how they answered it. Interviewers were briefed and debriefed by members of the research team and a report and set of recommendations were produced combined with findings from the expert panel.

2.4 Interviewer Assisted Pilot

Self Completion Postal Questionnaire

The aims of the pilot were to: • Test the respondent's reaction to the advanced letter • Check if respondents had difficulties answering any questions • Check whether routing and other instructions were clear Interviewers asked respondents to complete the questionnaire. In some cases interviewers observed this process but in other cases arranged to return and collect the questionnaire at a later time. Interviewers then asked respondents to go back over the questionnaire with them and probed for any areas that caused confusion or any questions that were not clear. Interviewer assisted pilots were conducted for the self completion postal questionnaires for cohort 9 and cohort 10. Four interviewers were asked to select 8 respondents who were aged 17 or 19 according to quotas by gender and current economic activity. 31 interviews were achieved in total. The interviewers recruited the following types of respondents:

Table 2.2 Interviewer Assisted Pilot Sample

17 19 Total Men 9 9 18 Women 8 5 13 Full-time education (at least 1 doing vocational not academic courses)

10 4 14

Full-time job or government supported training programme 4 7 11 Unemployed/ other (e.g. looking after home / family) 3 3 6


10

Completion Time The interviewers asked respondents to report how long it took them to complete the questionnaire. The following shortest and longest times were recorded Table 2.3: Interviewer Assisted Pilot Completion Times

Shortest time

Longest time

Interviewer 1 15 30 Interviewer 2 5 20 Interviewer 3 5 20 Interviewer 4 5 45

The longer completion times tended to be in cases where respondents had lower levels of qualifications. A report detailing the main findings from the pilot as well as suggestions for change was produced. This was presented along with recommendations from the expert panel.

2.5 Telephone pilots

The final stage of piloting for the CATI surveys was the dress rehearsal piloting of the telephone questionnaires. YCS cohort members from each cohort were included. One of the key aims of the pilot was to test the computer assisted version of the core questions which were also asked in the paper self-completion questionnaire. We wanted to test that respondents understood questions when they were asked over the telephone. Sometimes the wording for the core questions had been adopted for use on the telephone but sometimes the wording was identical to that on the postal questionnaire. It was therefore vital that this question wording was tested in its actual mode of use. The Pilot Aimed to: 1. Test the length of the questionnaires 2. Identify key strategies for refusal conversion and persuasion 3. Test that the questions make sense to respondents, that instructions to

interviewers are clear and that the questionnaire is well laid out 4. Test that the routing works correctly 5. Test that the outcome codes are appropriate to this study


11

The Pilot Sample There were two samples for the pilot - one for each cohort. Each cohort received a slightly different questionnaire: The issued sample (with the number achieved in each group) was as follows: 1. 30 cases (20) from cohort 10 where the cohort member had achieved level 2 qualifications by the last sweep. 2. 30 cases (16) from cohort 10 lower achievers the cohort member had NOT achieved level 2 qualifications by the last sweep. 3. 30 cases (15) from cohort 9 where the cohort member had NOT achieved level 3 qualifications by the last sweep. Interviewers were briefed and debriefed by members of the research team. A report of the main findings was then prepared for DfES and changes were made as appropriate.

2.6 CATI Development

In addition to the piloting of the CATI questionnaire the program was also tested by the research, operations and telephone unit teams. Scenarios were tested to ensure that routing was correct and there were also checks for screen layout, spelling and clarity of instructions to interviewers.


12

3 DATA COLLECTION

3.1 Postal surveys

NatCen implemented the following fieldwork schedule for the postal self completion survey: Table 3.1 Mailing Schedule Initial Mailing DfES / NatCen letter, questionnaire, prepaid return

envelope Interval of 5 working days Postcard reminder

Interval of 10 working days First Questionnaire reminder A second copy of the questionnaire sent with a

reminder letter & prepaid return envelope Interval of 10 working days Second Questionnaire reminder A third copy of the questionnaire sent with a reminder

letter & a prepaid return envelope Interval of 10 working days Telephone enhancement interview stage

Attempt to interview all non-responders by telephone and conduct a telephone interview. Questionnaire a CATI version of the postal.

Welsh questionnaires were mailed out ten working days after the English mailings because of the time needed to translate the questionnaires into Welsh. Questionnaires were marked with a code to indicate at what stage they had been despatched, as follows: 01 First mailing 03 first questionnaire reminder mailing 04 second questionnaire reminder mailing It was therefore possible to classify productive questionnaires according to when they were despatched.


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Telephone helpline

As with previous YCS sweeps respondents were offered a freephone telephone helpline, located in NatCen's telephone unit , to provide answers to queries either about specific questions or about the survey in general. Those answering the phone were provided with written instructions to help them to answer questions.

3.2 Telephone surveys

All interviews were conducted from NatCen's central telephone unit based at our data processing offices in Brentwood. All telephone interviewing was conducted using Computer Assisted Telephone Interviewing (CATI). Advanced Letter All cohort members were sent an advanced letter authored by DfES and NatCen. Briefing All interviewers attended a half day briefing conducted by a project researcher. A total of 35 interviewers were briefed. The briefing covered the aims and background of the survey, the advanced letter, strategies for making contact and an overview of the questionnaire. Strategies for making contact drew on lessons and approaches deemed particularly successful in the pilot. The session involved 'hands on' practice using a dummy interviews with particular emphasis on difficult sections of the questionnaire. Quality Control All shifts in the telephone unit were managed by a trained telephone supervisor who dealt with referrals from specific interviewers in case of difficulties. A minimum of 10% of every interviewer’s work was monitored from a remote listening post.

3.3 Incentive experiment

Because of concern about possible bias in YCS data resulting from declining response rates, the DfES wished to carry out experiments to assess the effects of incentive payments to respondents on both rates as a whole and non-response biases. In particular there was a concern with response among groups that traditionally had lower response to sweeps on other cohorts (e.g. those with lower levels of qualifications). An experiment was designed jointly by NatCen and the DfES to test the possible effects of incentive payments on response rates. Therefore a proportion of Cohort 10 sample members, on both the postal survey and CATI survey, were sent a £5 WHSmith voucher. For the Cohort 10 postal survey the sample was split into three groups: unconditional (sent the incentive with the initial mailout), conditional (where a voucher was only sent to a cohort member of receipt of a


14

completed questionnaire) and control (no incentive used). In the CATI survey the sample was split into two groups only: unconditional and control. One notable feature of the experiment designs was the use of randomised cluster assignment by mode . What this means is that sample members were not allocated to experiment groups on an individual basis but as part of a group they were a member of. In this case their school at Year 11 (when sampled for the YCS) was used. This was however independent by mode. The method for this was that Year 11 schools were randomly allocated to one of the ‘treatment’ groups or the ‘control’ in postal survey and, independently, randomly allocated to either treatment or control in the telephone survey. The effect of this was that, e.g. where a sample member was assigned to the unconditional incentive group in the postal survey all other sample members who had attended the same school in Year 11 were similarly assigned, the same applying to conditional and control groups. Cluster assignment was used because there were concerns that, if sample members were randomly allocated to incentive treatment on an individual basis, there was a possibility of ‘information leakage’ which could undermine the validity of the experiment. It was thought that many people who had been together at the same school in Year 11 might still be in contact, particularly if they knew they were part of the same study. If incentive treatment differed within schools (i.e. some current or former pupils received differing treatments) then this might become widely known, those not receiving incentive payments might , as a result, become more reluctant to return their survey and thus the effect of the incentive payments would be exaggerated. The independence by mode meant, however, that it was possible for schools which contained both postal and telephone sample members to have different assignments by mode and be split between treatments e.g. all postal members could be assigned to treatment in the postal survey but all the telephone members assigned to control . It was felt that where difference in incentive treatment within schools occurred then its overlapping with mode difference would provide a sufficient explanation for incentive use. Details of the sampling designs for the incentive experiments on CATI and postal surveys are given below.


15

3.3.1 Incentive experiment design

Introduction There was a total of 136981 sample members in 2526 schools. Of these, 4848 were lower achievers having not achieved level 2 qualifications by the time of the last sweep (LA) and 8850 were higher achievers having achieved level 2 by the time of the last sweep (HA). The aim of the incentive experiment design was to achieve about 4000 ‘incentive payment’ interviews, 1200 for the telephone surveys (600 for LA and 600 for HA) and 2800 (1400 for LA and 1400 for HA) for the postal surveys, with adequate sample efficiency. CATI sample Of the 4848 LA and 8850 HA sample members, 4203 and 8105 respectively had a valid telephone number. These sample members were clustered in 2240 schools (out of the total of 2526 schools). The design of the CATI sample was done in two stages: selection of CATI sample members, followed by school (cluster) allocation to treatment and control groups. Sample selection A total of 5049 sample members were selected in the 2240 clusters where sample members had a valid telephone number. Specifically: LA sample The 4203 LA sample members with a valid telephone number were stratified by serial number within school within Government Office Region (GOR). A systematic random sample (random start and fixed interval) of 2164 LA sample members were selected. HA sample The 8105 HA sample members with a valid telephone number were stratified by serial number within school within GOR. A systematic random sample of 2885 HA sample members was selected.

1 77 cases were not issued to field because of inclusion in the pilot or because NatCen was advised by DfES that the respondent had asked not be included in later sweeps.


16

Cluster allocation Once the CATI sample was selected, the next step was to allocate the 2240 clusters (where the 5049 sample members belong to), into treatment and control groups. Prior to cluster allocation, the 2240 clusters were sorted into 4 strata, as follows: Stratum A: 660 clusters, where the ratio of sampled LA to HA members was greater or

equal to 2. Stratum B: 525 clusters, where the ratio of sampled LA to HA members was less than 2

and greater or equal to 1. Stratum C: 205 clusters, where the ratio of sampled LA to HA members was less than

1 and greater or equal to 0.5. Stratum D: The remaining 850 clusters. Clusters were randomly allocated to treatment and control groups as follows: Table 3.2 Number of clusters

Stratum Treatment Control Total Treatment allocation A 330 330 660 1 cluster in 2 B 175 350 525 1 cluster in 3 C 68 137 205 1 cluster in 3 D 213 637 850 1 cluster in 4

Total 786 1454 2240

After cluster allocation, the issued sample of 5049 CATI sample members was split as follows2: Table 3.3 Number of clusters Issued sample size

Treatment Control Total LA 848 1316 2164 HA 756 2129 2885

Total 1604 3445 5049

2 Assuming a 75% response rate, the estimated achieved sample sizes per group/treatment are very close to the target. In addition, the estimated sample efficiency (after taking into account the effect of differential treatment allocation rates per stratum) was typically greater than 90% for all cells.


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POSTAL sample All sample members not in the CATI sample were included in the postal sample (i.e. there was no sub-selection)3. Since 5049 out of 13698 were included in the CATI sample, the remaining 8649 (spread in all 2526 clusters) were allocated to the postal sample. Specifically: LA sample 2164 out of 4848 LA sample members were included in the CATI sample. Therefore, the remaining 2684 were included in the postal sample. HA sample 2885 out of 8850 HA sample members were included in the CATI sample. Therefore, the remaining 5965 were included in the postal sample. Cluster allocation Once the postal sample was constructed, the next step was to allocate the 2526 clusters (where the 5965 sample members belong to) into treatment and control groups. Prior to cluster allocation, the 2526 clusters were sorted into 4 strata, as follows: Stratum A: 413 clusters, where the ratio of sampled LA to HA members was greater or

equal to 2. Stratum B: 775 clusters, where the ratio of sampled LA to HA members was less than 2

and greater or equal to 0.5. Stratum C: 378 clusters, where the ratio of sampled LA to HA members was less than

0.5 and greater than 0. Stratum D: The remaining 960 clusters (with no LA sample members). Clusters were randomly allocated to treatment and control groups as follows: Table 3.4: Number of clusters

Stratum Treatment Control Total Treatment allocation A 276 138 413 1 cluster in 1.5 B 516 258 775 1 cluster in 1.5 C 126 252 378 1 cluster in 3 D 160 800 960 1 cluster in 6

Total 1078 1448 2526

3 In practice, CATI non-contacts were also sent a postal questionnaire.


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Within each stratum, the treatment group was randomly split into 2 groups: unconditional and conditional treatment. Specifically: Table 3.5: Number of clusters

Stratum Unconditional treatment

Conditional treatment

Control Total

A 138 138 138 413 B 258 258 258 775 C 63 63 252 378 D 80 80 800 960

Total 539 539 1448 2526 After cluster allocation, the issued sample of 8649 postal sample members was split as follows: Table 3.6: Number of clusters Issued sample size

Unconditional treatment

Conditional treatment

Control Total

LA 828 801 1055 2684 HA 1154 1101 3710 5965

Total 1982 1902 4765 8946

Analysis of the results of the experiment is currently being carried out by the Department for Education and Skills. DfES has also continued the incentive payments to Sweeps 3 and 4 of Cohort 10 to provide information on the long term effects of such payments. Details of the experiment will be available at a later date.

UKDA

The table of 'Response Rates by Mode, Attainment Level and Incentive Experiment Condition' was provided at a later date. This along with the notes can be found at the end of the documentation for this sweep.


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3.4 Response rates

The final response rates for the Joint Surveys were 76.9% for Cohort 9 and 74.5% for Cohort 10. These rates are significantly higher than have been achieved by YCS for several years and suggest that the methodology used, the reduction in questionnaire lengths and the shorter time between sweeps had a positive impact. The Cohort 10 rate is the best Sweep 2 result since 1992 (Cohort 5) while the only previous Sweep 4 (Cohort 3 in 1994) achieved only 62% making the Cohort 9 result the best response rate achieved by any YCS survey since 1991. By mode for Cohort 9, 77.6% of cases initially allocated to postal mode were productive compared to 76% of those initially in telephone mode. Just under a tenth (9%) of those allocated to postal mode did not return a postal questionnaire but completed a CATI interview at the follow up stage instead’. Similarly, 2.8% of those allocated to telephone mode who were identified as non contacts completed a postal questionnaire instead. A similar pattern was seen on cohort 10. Due to the mixed mode approach and the transfer of cases from one mode to another the presentation of response is as follows: Table 3.1 C9S4 Total Sample Table 3.2 C9S4 Postal Sample Table 3.3 C9S4 Telephone Sample Table 3.4 C10S2 Total Sample Table 3.5 C10S2 Postal Sample Table 3.6 C10S2 Telephone sample Table 3.7 C10S3 Response for incentive experiment higher achiever sample Table 3.8 C10S3 Response for incentive experiment lower achiever sample The total sample tables present the final outcomes for all issued cases. Those that were transferred to an alternative mode have their final outcome recorded under the mode to which they were transferred except where a productive interview was achieved under original mode. The tables with a base that is by mode show all cases that were originally issued in that mode. It then shows the final response by the mode they were in at the end of fieldwork. For example, a Cohort 9 case that was issued in the postal sample, did not respond and was then transferred to telephone would be in Table 3.2 showing a telephone outcome code. The response rates for the options and choices samples were 75.5% on cohort 9 and 67.3 % on cohort 10. The HE sample on cohort 10 recorded a 78.8% response rate.


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Table 3.7: C9S4 Total Sample Total issued sample 6247 100.0% No contact possible (postal) 76 1.2% Telephone number disconnected or unobtainable 65 1.0% Other no contact possible (telephone) 69 1.1% No contact possible (telephone) 134 2.1% Total no contact possible (both modes) 210 3.4% Sample less no contact possible 6037 96.6% 100.0% Other postal unproductive 440 7.0% 7.3% Contact with household but not with respondent 122 2.0% 2.0% No contact after a minimum of 5 calls 144 2.3% 2.4% Appointment broken and unable to recontact 90 1.4% 1.5% Respondent said postal returned but no questionnaire received

88 1.4% 1.5%

Other telephone unproductive 161 2.6% 2.7% Total other telephone unproductive 605 9.7% 10.0% Total other unproductive 1045 16.7% 17.3% Personal refusal (telephone survey) 105 1.7% 1.7% Other refusals 84 1.3% 1.4% Total refusals 189 3.0% 3.1% Postal productive (1st mailing) 2084 33.4% 34.5% Postal productive (3rd mailing) 463 7.4% 7.7% Postal productive (4th mailing) 284 4.5% 4.7% Partially completed telephone interview treated as productive

3 0.0% 0.0%

Productive telephone interview 1969 31.5% 32.6% Total productive 4803 76.9% 79.6%


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Table 3.8 C9S4 Postal Sample Total issued sample 4036 100.0% No contact possible (postal) 59 1.5% No contact possible (telephone) 49 1.2% Total no contact possible (both modes) 108 2.7% Sample less no contact possible 3928 97.3% 100.0% Other postal unproductive 381 9.4% 9.7% Contact with household but not with respondent 56 1.4% 1.4% No contact after a minimum of 5 calls 107 2.7% 2.7% Respondent said postal returned but no questionnaire received

88 2.2% 2.2%

Other telephone unproductive 89 2.3% 2.3% Total other telephone unproductive 340 8.4% 8.7% Total other unproductive 721 17.9% 18.4% Total refusals 74 1.8% 1.9% Postal productive (1st mailing) 2040 50.5% 51.9% Postal productive (3rd mailing) 452 11.2% 11.5% Postal productive (4th mailing) 278 6.9% 7.1% Partially completed telephone interview treated as productive

0.0% 0.0%



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Table 3.9: C9S4 Telephone Sample Total issued sample 2211 100.0% No contact possible (postal) 17 0.8% Not known at phone number 29 1.3% Telephone number disconnected or unobtainable 34 1.5% Other no contact possible (telephone) 22 0.9% No contact possible (telephone) 85 3.8% Total no contact possible (both modes) 102 4.6% Sample less no contact possible 2109 95.4% 100.0% Other postal unproductive 59 2.7% 2.8% Contact with household but not with respondent 66 3.0% 3.1% Away or in hospital for fieldwork period 36 1.6% 1.7% Could not take part for some other reason 22 1.0% 1.0% No contact after a minimum of 5 calls 37 1.7% 1.8% Away and not contactable for survey period 22 1.0% 1.0% Appointment broken and unable to recontact 70 3.2% 3.3% Other telephone unproductive 12 0.5% 0.6% Total other telephone unproductive 265 12.0% 12.6% Total other unproductive 324 14.7% 15.4% Personal refusal (telephone survey) 76 3.4% 3.6% Refusal to NatCen office 1 0.0% 0.0% Proxy refusal on behalf of respondent (telephone) 38 1.7% 1.8% Total refusals 115 5.2% 5.5% Postal productive (1st mailing) 44 2.0% 2.1% Postal productive (3rd mailing) 11 0.5% 0.5% Postal productive (4th mailing) 6 0.3% 0.3% Partially completed telephone interview treated as productive

3 0.1% 0.1%



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Table 3.10: C10S2 Total Sample Total issued sample 13621 100.0% No contact possible (postal) 140 1.0% Telephone number disconnected or unobtainable 225 1.7% Other no contact possible (telephone) 169 1.2% No contact possible (telephone) 394 2.9% Total no contact possible (both modes) 534 3.9% Sample less no contact possible 13087 96.1% 100.0% Other postal unproductive 727 5.3% 5.6% Contact with household but not with respondent 499 3.7% 3.8% No contact after a minimum of 5 calls 721 5.3% 5.5% Appointment broken and unable to recontact 270 2.0% 2.1% Respondent said postal returned but no questionnaire received

156 1.1% 1.2%

Other telephone unproductive 156 1.1% 1.2% Total other telephone unproductive 1802 13.2% 13.8% Total other unproductive 2529 18.6% 19.3% Personal refusal (telephone survey) 211 1.5% 1.6% Other refusals 194 1.4% 1.5% Total refusals 405 3.0% 3.1% Postal productive (1st mailing) 4382 32.2% 33.5% Postal productive (3rd mailing) 849 6.2% 6.5% Postal productive (4th mailing) 323 2.4% 2.5% Partially completed telephone interview treated as productive

6 0.0% 0.0%



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Table 3.11: C10S2 Postal Sample Total issued sample 8602 100.0% Gone away 94 1.1% Other no contact possible (postal) 29 0.3% No contact possible (postal) 123 1.4% Telephone number disconnected or unobtainable 156 1.8% Other no contact possible (telephone) 82 0.9 No contact possible (telephone) 238 2.8% Total no contact possible (both modes) 361 4.2% Sample less no contact possible 8241 95.8% 100.0% Other postal unproductive 619 7.2% 7.5% Contact with household but not with respondent 213 2.5% 2.6% No contact after a minimum of 5 calls 432 5.0% 5.2% Appointment broken and unable to recontact 91 1.1% 1.1% Respondent said postal returned but no questionnaire received

156 1.8% 1.9%

Other telephone unproductive 70 0.8% 0.8% Total other telephone unproductive 962 11.2% 11.7% Total other unproductive 1581 18.4% 19.2% Personal refusal (telephone survey) 87 1.0% 1.1% Other refusal (telephone) 127 1.5% 1.5% Total refusals 214 2.5% 2.6% Postal productive (1st mailing) 4278 49.7% 51.9% Postal productive (3rd mailing) 828 9.6% 10.0% Postal productive (4th mailing) 309 3.6% 3.7% Partially completed telephone interview treated as productive

0.0% 0.0%



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Table 3.12 C10S2 Telephone sample Total issued sample 5019 100.0% No contact possible (postal) 17 0.3% Not known at phone number 50 1.0% Telephone number disconnected or unobtainable 69 1.4% Other no contact possible (telephone) 37 0.7% No contact possible (telephone) 156 3.1% Total no contact possible (both modes) 173 3.4% Sample less no contact possible 4846 96.6% 100.0% Other postal unproductive 108 2.2% 2.2% Contact with household but not with respondent 286 5.7% 5.9% No contact after a minimum of 5 calls 289 5.8% 6.0% Appointment broken and unable to recontact 179 3.6% 3.7% Other telephone unproductive 86 1.7% 1.8% Total other telephone unproductive 840 16.7% 17.3% Total other unproductive 948 18.9% 19.6% Personal refusal (telephone survey) 124 2.5% 2.6% Proxy refusal on behalf of respondent (telephone) 59 1.2% 1.2% Other refusals 8 0.2 0.2% Total refusals 191 3.8% 3.9% Postal productive (1st mailing) 104 2.1% 2.1% Postal productive (3rd mailing) 21 0.4% 0.4% Postal productive (4th mailing) 14 0.3% 0.3% Partially completed telephone interview treated as productive

6 0.1% 0.1%



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Table 3.13: C10S3 Response for incentive experiment higher achiever sample Type of issued sample by mode of final outcome

Whether productive - source

CATI Postal Not productive

CATI incentive 614 82%

131 18%

CATI control 1618 78%

451 22%

Postal unconditional incentive 844 94%

53 6%

Postal conditional incentive 722 92%

66 8%

Postal control 2069 87%

298 13%

Postal from CATI 24 75%

8 25%

CATI from postal unconditional incentive 89 33%

74 27%

110 40%

CATI from postal conditional incentive 124 38%

55 17%

144 45%

CATI from postal control 482 36%

271 20%

586 44%

NB - percentages read horizontally Table 3.14 C10S3 Response for incentive experiment lower achiever sample Type of issued sample by mode of final outcome

Whether productive - source

CATI Postal Not productive

CATI incentive 543 72%

211 28%

CATI control 793 67%

384 33%

Postal conditional incentive 382 75%

126 25%

Postal control 417 72%

166 29%

Postal from CATI incentive 28 48%

30 52%

Postal from CATI no incentive 43 40%

65 60%

CATI from postal unconditional incentive 81 32%

43 17%

129 51%

CATI from postal conditional incentive 104 38%

31 11%

137 50%

CATI from postal control 156 34%

59 13%

239 53%

NB - percentages read horizontally


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4 DATA PREPARATION

4.1 Booking in

The progress of the postal and telephone fieldwork was monitored on NatCen’s own computerised booking-in and CATI management systems. The booking in procedures also ensured that any duplicate records, which can occur on YCS either through a sample member being sent two questionnaires and completing and returning both or through a sample member returning a postal questionnaire and also giving a telephone interview., were resolved before analysis. The general rule that was applied was to always accept the response by the mode that was completed or received first. For example if a CATI interview was completed a postal questionnaire had already been received for this sample member then the postal questionnaire was used and the CATI record deleted. For postal questionnaires booking-in used a bar code scanner, rather than keying the number to the record, to further reduce error . If multiple copies of postal questionnaires were returned the one received first was used. Data entry for the postal self completion questionnaire was by keying. Keying was considered more suitable for YCS than the widely used questionnaire scanning methods because of the complicated design and the large amount of ‘free text’ recorded by respondents. Quality control measures for keying the data included ‘double keying’. Instructions on how the keying was to be conducted were prepared by members of operation teams.

4.2 Editing and coding

After data entry for the postal self-completion questionnaire a full editing process was applied using NatCen's normal procedures. An edit program was written that checked that each required answer was present, that it was within the required range and that all answers were consistent with the routing logic of the questionnaire. The program also applied such additional checks on plausibility and consistency of answers as were judged appropriate by the research team. All error reports were referred back to the original questionnaire schedules by experienced editing staff and individual corrections were specified until reruns of the edit program confirmed that the data were clean. A copy of the questionnaire highlighting the editing instructions is included in the appendix. Edit failures were resolved by reference to the questionnaire and often included poorly written remarks or other bad entries which could be misinterpreted. Often with omissions it was a straight forward case of confirming this by the use of the appropriate 'No Answer' code.


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For the CATI survey answers were required to be present and additional edit checks were included within the CATI program and resolved at the time of interview. However, when the CATI data was merged with that of the postal self-completion questionnaire it was run through the postal self completion edit to ensure consistency across the data before it was merged.

4.2.1 Qualification coding

For both cohorts qualifications and subjects were coded to a cohort specific code frame. The code frames were provided by DfES prior to the start of coding and were those used on previous sweeps of each cohort. To enhance the quality of coding a 4 band subject coding system (a different coding frame for academic qualifications, vocational qualifications, GNVQ's and degree's) was used as this was better conceptually for coders and reduced errors in coding. The allocated codes were then be re-coded to the original code frames used at the previous sweeps of each cohort. One problem that arose was that on previous sweeps, in cases where an academic qualification had been entered by the respondent in the section for 'other' qualifications rather than in the section specifically for academic qualifications, it had then been coded using a vocational code frame. These qualifications were therefore re-coded to appropriate academic codes. Queries were referred by coders to the research team and to DfES if necessary. Key queries surrounded coding double and dual award science, Key Skills qualifications as well as numerous queries over individual subject coding. In the case of double award science coders entered this as 1 qualification and then this line of code was repeated in the final data set. Copies of the code frames used are attached in the appendix.

4.2.2 Occupation coding

SOC and SIC coding were undertaken by experienced coders to the SOC90 classification. For the self completion postal questionnaire this was done on paper using the relevant documentation. For the CATI cases this was done using a computerised look up system allowing the coder to confirm the entered code with the relevant text.


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5 WEIGHTING

The raw data collected by the YCS are not representative of the population of interest. There are differences in the response rates of different sub-groups which mean some groups are under-represented. Even when effort is taken to maximise response rates some non-response will remain. This non-response can lead to bias in survey estimates. The YCS data are therefore weighted to minimise the amount of non-response bias, taking into account variations in response rates between different subgroups. CHAID is the method of modelling that is employed to weight the YCS data. CHAID modelling is able to take complicated interactions into account. CHAID divides the population into a number of different sub-groups which differ in terms of response. CHAID uses the dependent variable as a starting point and then searches through the independent variables to see which discriminate best in terms of response. The final result is a number of sub-groups which vary according to response. These sub-groups are then used as weighting classes. A significant innovation in the weighting analysis at the joint sweep was to include variables which gave information about the respondent’s response related behaviour at the previous sweep, i.e. if they had returned the first copy of the postal questionnaire, a subsequent copy or had been interviewed in the telephone enhancement stage. This was done because there is clear methodological evidence that such response related behaviour at one sweep of a panel study is a good predictor of whether or not they will respond at a later sweep (i.e. the later people respond at any given sweep the more likely it is that they will not respond at all at the next).

Cohort 9 Sweep 4

For cohort 9 the achieved Sweep 1 sample was weighted to a matrix of population data broken down by sex, school type, region and year 11 GCSE attainment The achieved sample at sweeps 2 and 3 were split into a number of categories, which were weighted back to sweep one. Subsequently the CHAID method described above was used to weight for non-response at sweeps 2 and 3. A similar analysis was carried out for Sweep 4. The table on the page below shows the variables that were included in the CHAID model. One important point to note is the creation at this sweep of a different weight for the non-core data from the ‘options and choices’ sample. This use of different weights for different data items had not occurred previously on the YCS, the use of different weights now is because additional questionnaire modules (the telephone modules) were asked only of certain sub samples of respondents, in this case of those below Level 3 at the previous sweep and contactable by telephone. There are thus two different weights on the data set:


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1. The Basic Weight which is to be used for all analysis of core data on e.g. labour market status and qualifications, that is data collected from all members of the cohort, whether through postal questionnaire or the telephone survey. 2. The Specific Weight which is used only when analysing the extra information collected via the ’Options and Choices’ modules of the telephone survey. Table 5.1 Variables used in CHAID modelling for cohort 9

Variable name Definition CHAID measurement4

Sex Gender Binary A61 Truancy Float A62 Exclusion Float Pseg Parents SEG Free S1eth Grouped ethnic status Free S1sch Year 11 school type Free S1avqu Highest qualification by end of year 11 Monotonic s1voq_ch* Highest vocational qualification by end of year 11 Monotonic s3act1 Activity at the moment Free s3neet Not in education, employment or training Binary s3lonep Lone parent Free s3disab Do you have a disability or health problem Free s3a_c Number of GCSE’s A*-C cumulative end of sweep 3 Float s3acqu1 Highest academic qualification by end of sweep 3 Float s3voq_ch** Highest vocational qualification by end of sweep 3 Monotonic s3hiqua Highest qualification achieved by end of sweep 3 Monotonic a60 Household tenure at sweep 1 Free parlive Living at home with parents Binary s3resp Response type at sweep 3 Free s3q58 Whether in higher education Binary s3q88 Student living away Free s1estab Year 11 school type Free S1gor Government office region Free Finout Outcome dependent variable (basic weight) Dependent Specout Outcome dependent variable (specific weight) Dependent Hilo_sch*** School achievement Monotonic Newacv**** Low/high achiever at sweep 3 Binary Phonav Whether phone available at sweep 3 Binary

*Recoded from ‘s1voqu’ as: 1’level 4’ 2’level 3’ 3’level 2’ 4’level 1’ 9’unknown level’. ** Recoded from ‘s3voqu’ as 1’level 4’ 2’level 3’ 3’level 2’ 4’level 1’ 9’unknown level’. *** Defined as: 1’no high achievers’ 2’low/high<=0.67’ 3’0.67<low/high<=1.00’ 4’low/high>1.00’ 5’no low achievers’. **** Low and Higher Achiever is used to denote whether a respondent had or had not achieved level 3 qualifications by the time of the previous sweep

4 Binary variables are treated in the same way by CHAID whether they are classified as monotonic, free or float.


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Table 5.2: CHAID table for basic weight

Level 1 split Level 2 split Level 3 split Level 4 split Level 5 split Weight

class

newacv Higher achiever

s3resp Postal qu’re 1

phoneav No

1

phoneav Yes

sex Male

s1sch State school (GM), independent school

2

s1sch State school (other)

3

sex Female

4

s3resp Postal qu’re 2/3

sex Male

5

sex Female

6

s3resp Telephone

sex Male

7

sex Female

8

newacv Lower achiever

parlive Yes, with parent

phoneav No

s3resp Postal q’re 1

9

s3resp Postal q’res 2-4

10

phoneav Yes

s3act1 GST, FT education, something else, not stated

11

s3act1 FT job, PT job, looking after home, out of work

hilo_sch No high, ratio of low/high ≤ 0.67

12

hilo_sch 0.67 < ratio low/high ≤ 1, ratio low/high > 1, no low

13

parlive No/ NA

s3hiqua Vocational and academic qualification levels 2-4

14

s3hiqua Vocational and academic qualification level 2 and below

15


32

Table 5.3: Response rates and basic weight

Weight class

% in sweep 3

% responding % in sweep 4

Weight

1 5.7 71.2 5.5 1.41 2 3.4 88.8 4.0 1.13 3 7.1 80.4 7.6 1.24 4 20.2 87.7 23.4 1.14 5 5.4 68.6 5.0 1.46 6 7.2 76.7 7.3 1.30 7 3.0 57.2 2.3 1.75 8 3.1 70.9 2.9 1.41 9 4.3 69.3 3.9 1.44

10 2.4 41.8 1.6 2.39* 11 17.6 78.8 18.2 1.27 12 7.5 63.5 6.7 1.57 13 6.7 75.4 6.7 1.33 14 3.3 64.3 2.8 1.56 15 3.0 50.4 2.1 1.98

Total 6,304 4,806 *Values below the 2.5 percentile and above the 97.5 percentile were trimmed to avoid large variance inflation due to non-response weighting. This meant that the weight for the 75 cases (1.6% of the responding sample) in weighting class 10 was trimmed to 1.98. Trimming5 of few very large and very small weights is common practice in survey weighting as a compromise between reducing bias and increasing variance (thus reducing the precision of survey estimates and sample efficiency). An alternative to trimming in this way would have been to collapse weighting classes with large weights with smaller weighted classes. Whilst this method would have been as valid as the one employed trimming at the 2.5th and 97.5th percentile each time meant that a consistent method was being used for each weighting class. The size of weighting classes vary, which could mean the amount trimmed could have varied. Therefore by consistently using 2.5% the amount being trimmed was kept to a minimum. After trimming the sample efficiency due to non-response weighting at sweep 4 is 98% (neff=4705, n=4806). The overall sample efficiency after taking into account all stages of weighting across cohorts is 57% (neff=2716). This is probably due to very large weights at previous sweeps, which may have resulted from allowing CHAID to create very small weighting classes with large weights without trimming the few very large or very small weights. Table 5.4: CHAID table for specific weight 5 Setting a minimum weighting class size may also be seen as trimming of weights.


33

Level 1 split Level 2 split Level 3 split Level 4 split Level 5 split Weight class

s1avqu Level 2 (GNVQ/NVQ)

s1gor North East, Merseyside, Wales

1

s1gor North West, West Midlands, London, South West

2

s1gor Yorks & Humber, East Midlands, South East, Eastern

3

s1avqu Level 1 (GNVQ/NVQ)

s3resp Postal qu’re 1/ 3

parlive Yes, with parent

hilo_sch No high, ratio of low/high ≤ 0.67

4

hilo_sch 0.67 < ratio low/high ≤ 1, ratio low/high > 1

5

parlive No/NA

6

s3resp Postal qu’re 2

s3act1 GST, FT education

7

s3act1 PT job, FT job, looking after home, out of work, something else, not stated

8

s3resp Telephone

s1gor North East, North West, Merseyside, West Midlands, London, South East

9

s1gor Yorks & Humber, East Midlands, Eastern, South West, Wales

10

s1avqu Below level 1 (GNVQ /NVQ), level unknown, none

s3voq_ch Level 1-3

11

s3voq_ch Level unknown, none

12


34

Table 5.5 Response rates and distribution of specific weight Weight class % in

sweep 3 % in long CATI % in

sweep 4 Weight

1 6.7 75.4 8.8 1.33 2 18.5 55.0 18.3 1.82

3 20.4 62.6 22.4 1.60

4 14.9 52.0 13.9 1.92

5 12.6 62.0 13.8 1.61

6 4.0 38.3 2.9 2.61

7 3.4 57.8 3.5 1.73

8 4.6 31.6 3.1 3.17

9 4.7 83.0 6.8 1.20

10 3.9 59.5 4.4 1.68

11 2.2 45.2 1.7 2.21

12 4.0 7.2 0.5 13.83*

Total 2,824 1,609

*In the same way as before, values below the 2.5 percentile and above the 97.5 percentile were trimmed to avoid large variance inflation due to non-response weighting. This meant that the weight for the 8 cases (0.5% of the responding sample) in weighting class 12 was trimmed to 3.17. After trimming the sample efficiency due to non-response weighting at sweep 4 is 95% (neff=1535, n=1609). The overall sample efficiency after taking into account all stages of weighting across cohorts is 61% (neff=974).

Cohort 10 Sweep 2

For cohort 10 the achieved Sweep 1 sample was also weighted to a matrix of population data broken down by sex, school type, region and year 11 GCSE attainment The achieved sample at sweep 2 was split into a number of categories, which were weighted back to sweep one. The table on the page below shows the variables that were included in the CHAID model. One important point to note is, as for cohort 9 the creation at this sweep of two different weights for. This is the first time this has been done on the YCS and reflects the fact that for the first time whole sections of questionnaire were targeted at certain groups of respondents and only those with a telephone. 1. The Basic Weight which can be used for all analysis of the core data on labour market status and qualifications collected for al members of the cohort, whether through postal questionnaires or telephone surveys. 2. The Specific weight which is used only for the extra information collected via the HE and options and choices telephone interview.


35

Table 5.6: Variables used in CHAID modelling for cohort 10

Variable Definition

s1voqu1* Highest vocational qualification by the end of sweep 1 s1act1 Activity at sweep one s1expel Expelled or excluded s1pared Parents education – A levels s1pared Parents education – Degree s1eth Grouped ethnic status s1resp Response type s1sex Gender s1deno Year 11 school denomination s1gor Government Office Region s1sch Year 11 school type (from sample) a60 Housing tenure a59_a Disability or health problem a59_e Previously in residential care or a foster home a55_a In receipt of regular benefits a14_a Currently enrolled in full time education a11_1c Result in GCSE Maths a11_3c Result in GCSE English language s1seg Social Economic Group s1truan Year 11 truancy s1neet Not in Education, Employment or Training s1acqno1 Highest Academic Qualification Highnew** Low/high achiever at sweep 1 Phonav Whether phone available at sweep 1 Hilo_sch*** Ratio of low and high achievers Finoutc Final outcome (basic weight) Specoutc Telephone productive–long interview (specific weight) a25 Whether job or govt. supported training since Year 11 a7 Whether got wanted place in education or training s1peta Year 11 attainment s1q18a Collapsed version of a18_a whether job in last year s1stud Collapsed version of s1saim (study aim)

*Recoded from ‘s1voqu’ as: 1’level 4’ 2’level 3’ 3’level 2’ 4’level 1’ 9’unknown level’. ** Low and Higher Achiever is used to denote whether a respondent had or had not achieved level 3 qualifications by the time of the previous sweep *** Defined as: 1’no high achievers’ 2’low/high<=0.67’ 3’0.67<low/high<=1.00’ 4’low/high>1.00’ 5’no low achievers’.


36

Table 5.7: CHAID table for basic weight Level 1 split Level 2 split Level 3 split Level 4 split Level 5 split Weight class

highnew Higher achiever,

s1resp Postal qu're 1

s1acqno1 2+ A levels (or equivalent)

Phoneav No phone available

1

Phoneav Phone available

s1gor East mid, East of England, Inner London, N East, Outer London, South East

2

s1gor N West, West Midlands

3

s1gor South West, Yorkshire, Wales

4

s1acqno1 Less than 2 A levels

s1pared Parents have degree, parents not have degree

5

s1pared Not applicable

6


s1acqno1 2+ A levels (or equivalent)

s1sex Male

7

s1sex Female

8

s1acqno1 Less than 2 A levels

9


10

s1resp Telephone

11

highnew Lower achiever


a14_a Enrolled in FT education

s1pared Parents have degree, not applicable

12

s1pared Parents do not have degree

13

a14_a Not enrolled in FT education, not answered

14



15


16

s1resp Postal qu're 3, telephone


17

a14_a Not in FT education, not ans

18


37

Table 5.8 Response rates and basic weight Weight class % in sweep

1 % responding % in sweep

2 Weight

1 2.5 77.5 2.6 1.29 2 9.4 89.1 11.3 1.12

3 18.2 85.0 20.8 1.18

4 7.4 81.7 8.2 1.22

5 2.9 73.5 2.9 1.36

6 3.5 74.5 3.5 1.34

7 4.4 81.2 4.9 1.23

8 3.8 68.5 3.5 1.46

9 5.2 69.3 4.9 1.44

10 8.0 61.2 6.6 1.63

11 5.3 72.9 5.3 1.37

12 5.0 81.5 5.4 1.23

13 6.6 65.3 5.7 1.53

14 4.2 69.6 3.9 1.44

15 3.8 57.6 2.9 1.74

16 5.0 62.6 4.2 1.60

17 4.7 51.9 3.3 1.93

Total 13,698 10,154

The sample efficiency due to non-response weighting at sweep 2 is 98% (neff=9928, n=10154). The overall sample efficiency after taking into account all stages of weighting across the cohort is 75% (neff=7601). There were no weights either above the 97.5th percentile or below the 2.5th percentile, therefore trimming the weights was not required as there were no very large weights to increase the variance.


38

Table 5.9: CHAID table for specific weight

Level 1 split Level 2 split Level 3 split Level 4 split Level 5 split Weight class

highnew High achiever

s1aqquno1 2+ A levels (or equivalent)

s1seg1 Managerial/ prof, other non-manual

1

s1seg1 Skilled manual

s1sch CTC, other

2

s1sch Independent, LEA

3

s1seg1 Semi-skilled manual, unskilled, misc., unclassified

4

s1aqquno1 Less than 2 A levels

s1truan Weeks at a time, several days, particular days, odd days, not stated

5

s1truan Never played truant

s1seg1 Managerial/ prof, other non-manual, skilled manual, unskilled

6

s1seg1 Semi-skilled manual, misc., unclassified

7

highnew Low achiever


s1pared Parents have degree, NA

s1sex Male

8

s1sex Female

9

s1pared Parents do not have degree

10


s1truan Weeks at a time, several days, particular days, not stated

11

s1truan Odd days

12

s1truan Never played truant

s1seg1 Managerial/prof, skilled manual

13

s1seg1 Other non-manual, semi-skilled manual, unskilled, misc., unclassified

14


39

Response weights for cohort 10 sweep 2. Table 5.10 Response rates and specific weight – higher education sample

Weight class

% in sweep 1 % in long CATI

% in sweep 2 Weight

1 11.2 27.3 45.1 3.66 2 1.4 30.9 5.5 3.23 3 3.7 23.0 14.9 4.35 4 2.3 20.9 9.1 4.77 5 1.8 19.1 7.2 5.25 6 3.9 25.9 15.6 3.85 7 0.6 17.4 2.6 5.73

Total 8819 2184

The higher education sample the efficiency due to non-response weighting at sweep 2 is 98% (neff = 2138, n = 2184). The overall sample efficiency after taking into account all stages of weighting across the cohort is 95% (neff = 2075). Table 5.11 Response rates and specific weight – options and choices sample

Weight class

% in sweep 1 % in long CATI

% in sweep 2 Weight

8 4.8 32.9 16.9 3.04 9 3.8 27.9 14.3 3.59

10 9.4 35.3 33.4 2.83 11 2.4 19.8 8.3 5.05 12 3.8 29.5 13.4 3.39 13 2.4 26.8 8.9 3.74 14 1.3 15.6 4.7 6.41

Total 4721 1331 For the options and choices sample the sample efficiency due to sweep 2 non-response weighting is 95%, the effective sample size (neff) is 1265, close to the actual sample size of 1331. The overall sampling efficiency after total non-response weighting, taking sweep 1 weights into account , is 82% (neff = 1094). The basic weight should be used for when weighting all data except in the following circumstances.


40

1. OPTIONS AND CHOICES CATI SURVEY 2. “HE” CATI SURVEY (Cohorts 9 & 10) (Cohort 10 only) Futur1 Heapply Futur2 Heaply2 Futur30 Heapply3 Futur4 Gapyear Futur50 Gapdoo Workg GapWhyM WorkF Nextyr Workq Nextyro WorkqOO JobTrn Worklev AnyconM Workl Consid Goed OthAct5 GoedQ HesubJ GoedQOO Unicho Concrn1 Whychos Concrna Whycho1 Concrnb Whycho2 Concrnd Whycho3 Concrnf WhychoM Concrng Whyheo1 Concrni Whyheo2 Concrnj Whyheo3 Condiff WhyHEIm Levcona NoHEdec Levconb EvConHE Levcond HeConO LevconF SpTeach Levcong SpAdvis Levconi SpPars Levconj SpSibs Train SPRels Trainw SpMates Trainu Whoinf Trainf HOWINF Trainq Doing NeetP ExamLik Neetp1 FundLik Neetp2 Famlik Neetp3 Frenlik Neetp4 LocLik Neetp5 FlexLik Neetp6 JobLik Neetp7 Loaninf Neetp8 LivexJ


41

1. OPTIONS AND CHOICES CATI SURVEY 2. “HE” CATI SURVEY (Cohorts 9 & 10) (Cohort 10 only) Neetp9 Livexi WorkAd Leafis WorkAdOO Teachi WorkLik Dftel EducAd Dfweb EducLik Dflef Helpa / Helpb Ucas Helpc Uisto Helpd banks Helpe inmuch Helpf InMuch Helpg Whatinf Helph Hepar Helpi Hesib Helpr Peers Usefula Mates HowUsea SICO Usefulb HowUseb Usefulc HowUsec usefuld HowUsed Usefule HowUsee Usefulf HowUsef Usefulg HowUseg usefulh HowUseh Usefuli HowUsei Contact Whopar ParMoth PmothUn ParStMo ParFath ParStFa ParStFaUn ParF ParC ParE


42

APPENDIX A DERIVED VARIABLES

COHORT 10 SWEEP 2 S2MRET Month of response November 2000-March 2001 S2RESP Response type: Postal (Questionnaire 1-3, Telephone) Telephone S2JAN0 etc. Activity for each month - (S2Q4) S2ACT1 Activity at the moment - (S2Q2 & S2Q32). GST :(S2Q2 = Modern Apprenticeship, National Traineeship, Youth Training or other GST) OR ((S2Q2 = FT/PT Job) AND (S2Q32= MA or NTr or other GST) Ft Ed :(S2Q2 = Ft ed at school or college) FT job :(S2Q2 = FT Job) AND (S232 NOT = MA or NTr or Other GST) PT job :(S2Q2 = 2 PT Job) AND (S2Q32 NOT = MA or NTr or Other GST) Looking after home family :(S2Q2 = Looking after home or family) Out of work/unemployed :(S2Q2 = Out of work/unemployed) Taking a break :(S2Q2 = Taking a break) Something else :(S2Q2 = Doing something else) Not stated :(S2Q22 = Not answered) S2ECACT Economic activity at moment ILO employed :(S2Q38 = Yes, or S2Q39 = Yes, or S2Q40 = Yes) ILO unemployed :(S2Q38 = No and S2Q39 Not = Yes and S2Q40 - Not Yes) and((S2Q41 = Yes) or (S2Q42 = Yes and S2Q43 = Yes)) Econ. Inactive : (S2Q38 = No and S2Q39 Not = yes and S2Q40 Not = Yes and S2Q41 Not = Yes) and ((S2Q42 = No) or (S2Q43 = No)) Not answered :None of the above


43

S2ED_TR Education and Employed Funded Training Ft education :(S2ACT1 = FT Ed) GST :(S2ACT1 = GST) Other EFT :(S2ACT1 = FT/PT job) AND (S2Q36 = Yes ) OR (S2Q 37 = Yes)) Other education or training :(S2Q16 = Yes) OR (S2Q18 = Yes) OR (S2Q20 = Yes) AND S2ED_TR not = FT Ed, Gst or Other EFT) Total education/training :Sum of the above Not in education/training :Not (Ft ed/GST/EFT/Other ed/tr as defined above) S2EDTR2 Education and training (categories are mutually exclusive) Ft education :(S2ED_TR = FT Education) GST :(S2ED_TR = GST) Employed in ed/training :(S2ACT1 = FT/PT Job) AND (S2ED_TR = Total ed/tr) Unemployed/other in ed/training :(S2ED_TR Total ed/tr) AND (S2ACT1 not GST, FT/PT job, Ft ed) Total education/training :Total of above Employed without training :(S2ED_TR not = Total ed/tr) AND(S2ACT1 = FT/PT job) NEET :(S2ED_TR = not in education / training) S2NEET Not in education, employment or training In education/employment/training :(S2ED_TR = in ed/training) OR (S2ACT1 = FT/PT job) Not in ed/employment/training :(S2ED_TR = not in ed/training) AND (S2ACT1 not = FT/PT job) S2EMPLO In employment - GST, FT job, PT job (main activity) GST :(S2ACT1 = GST) FT job :(S2ACT1 = FT job) PT job :(S2ACT1 = Pt Job) Not in employment (S2EMPLO Not = GST, Ftjob or PTjob)


44

S2LIVE Living arrangements Father (step-father) only :(S2Q48 = Father/step-father) AND (S2Q48 NOT = mother/step-mother) Mother (step-mother) only :(S2Q48 = Mother/step-mother) AND (S2Q48 NOT = father/step-father) Neither parent :(S2QNOT = mother/step-mother AND S2S48 NOT = /father/step-father) Both parents :(S2Q48 = Yes mother/step-mother) AND (Yes father/step-father) Not answer :(S2LIVE NOT = Father / Mother / Neither / Both) S2LIVEA Living with own children Yes :(S2Q49 = Yes) No :(S2Q49 = No) Not answer :(S2Q49 = Not answered) S2LIVEB Living with partners Yes, live with partner/spouse :(S2Q50 = Yes) No, single :(S2Q50 = No) Not answered :(S2Q50 = Not answered) S2LONEP Lone parent (Single and living with own child), questions 49 & 50. Yes, a lone parent : (S2Q49 = Yes & S2Q50 = No) No : ((S2Q49 = No) OR (S2Q50 = Yes) Not answered ; ((S2Q49 = Yes & S2Q50 = Not Answered) OR (S2Q49 = Not Answered & (S2Q50 = No OR S2Q50 - Not Answered))) S2DISAB Do you have a disability or health problem ? Yes :(S2Q51 - Yes) No :(S2Q51 - No) Not answer :(S2Q51 - Not answered)


45

S2ACQNO Highest academic qualification sought (excl GNVQs) - from S2Q17 & S2Q21 Some respondents recorded academic qualifications at Q21. Categories as follows: Degree 2+ A-levels (or equiv) 1-1.5 A-levels (or equiv) 1 A/S level 1+ GCSEs Other academic qualifications None (count an A/S level as 0.5 A-levels) S2VOQNO Highest vocational qualification sought (incl. GNVQs), S2Q19 / S2Q21 Full Award -Level 4 -Level 3 -Level 2 -Level 1 Units only -Level 4 -Level 3 -Level 2 -Level 1 Level unknown Not answer (Vocational A-level/Advanced GNVQ If 12 units = Full award level 3, otherwise ‘Units only’)


46

S2VOC Vocational qualifications studied, from question S2Q19 and S2Q21. Studying a GNVQ

-Foundation certain units -Intermediate certain units -Advanced (3 units) -Advanced (6 units) -Foundation full award -Intermediate full award -Advanced full award (12 units)

Studying for NVQ -NVQ Level 1 -NVQ Level 2 -NVQ Level 3 -NVQ Level4 -NVQ Level not sure/not answered -BTEC Level 1 -BTEC Level 2 -BTEC Level 3 -BTEC Level 4 -BTEC Level unsure/not answered -C&G Level 1 -C&G Level 2 -C&G Level 3 -C&G Level 4 -C&G Level unsure/not answered -RSA Level 1 -RSA Level 2 -RSA Level 3 -RSA Level 4 -RSA Level unsure/not answer -Other Level 1 -Other Level 2 -Other Level 3 -Other Level 4 -Other Level unsure/not answer


47

S2GNVQ Studying for GNVQ (multi-coded) S2Q19 Full Foundation Intermediate Advanced (12 units) Units Foundation Intermediate Advanced (3 units) Advanced (6 units) Unclear/Not answered S2NVQ Studying for an NVQ (exclude NVQ level equivalents) (multi-coded from Q21) Full Level 1 Level 2 Level 3 Level 4 Not sure Units Level 1 Level 2 Level 3 Level 4 Not sure


48

S2SAIM Main study aim (priority coded in code order below) Derived from S2ACQNO and S2VOC Base = All respondents studying for a qualification -NVQ Level 4 -Btec Higher National/Other Level 4 Equivalent -Degree -NVQ Level 3 -Advanced GNVQ -GCE A/AS Level -Other Level 3 or equiv -NVQ Level 2 -Intermediate GNVQ -Other Level 2 or equiv -GCSE -NVQ Level 1 -Foundation GNVQ -Other Level 1 or equiv -Other courses level unknown -Not stated/unclear S2A_C Number of GCSEs at grades A*-C cumulative to sweep 2 S2D_G Number of GCSEs at grades D-G cumulative to sweep 2 S2GCSE Average GCSE point score (Scores A=7, B=6, C=5, D=4, E=3, F=2, G=1) Less than 4, >=4 & <4.5, >=4.5 & <5, >=5 & <5.5, >=5.5 & <6, >=6 & <6.5, >=6.5 & < 7, >=7 & < 7.5, >=7.5 & <8, 8 Not Applicable Not Answered


49

S2ME GCSE Maths and English cumulative to sweep 2 Maths A*-C with English A*-C, Maths A*-C with English D-G, Maths A*-C with no English; Maths D-G with English A*-C, Maths D-G with English D-G, Maths D-G with no English; no Maths with English A*-C, no Maths with English D-G, no Maths with no English S2ANUM Number of A levels cumulative to sweep 2 S2ASNUM Number of AS levels (not “converted” to A levels. If AS and A level recorded in same subject AS level deleted) S2ALNUM Number of A/AS levels attained cumulative to sweep 2. A/S levels count as 0.5 A levels 2ALNUM= S2ANUM+0.5*S2ASNUM S2ALEVP A level points scores cumulative to sweep 2 (A=10, B=8, C=6, D=4, E=2) S2ASLEVP AS Level point scores (Where A=5, B=4, C=3, D=2, E=1) S2AASP A/AS level points score = S2ALEVP + S2ASLEVP S2ASLVA A level average points score = S2ALEVP / S2ANUM S2ASLVP A/S level average points score = S2ASLEVP / S2ASNUM S2ACQU Highest academic qualification by end of sweep (excl. GNVQs) from S2ALNUM, S2A_C, S2D_G. Priority coded as follows (note that 1 AS level is ignored). 2+ A-levels from S2ALNUM 2+ 1-1.5 A-levels from S2ALNUM 1-1.5 5+ GCSEs A-C from S2A_C 5+ and none of above 1-4 GCSEs A-C from S2A_C 1-4 and none of the above 5+ GCSEs D-G from S2D_G 5+ and none of the above 1-4 GCSEs D-G from S2D_G 1-4 and none of above None reported None of the above


50

S2GNVQA Highest full and part GNVQs attained cumulative to sweep 2. (Full awards only highest coded, if parts / units only have been coded highest full ward recorded coded in addition to parts / units Base: all GNVQ Full award Advanced (level 3) Intermediate (Level 2) Foundation (Level 1) units only: Advanced (level 3) Intermediate (Level 2) Foundation (Level 1) Unknown level None S2NVQA Highest full and part NVQs attained cumulative to sweep 2. (Full awards only highest coded, if part or units only have been attained at a higher level than the highest full ward recorded was also coded) Base: all NVQ full award: Level 3 Level 2 Level 1 NVQ units only: Level 3 Level 2 Level 1 Unknown level None S2NVQEA Highest NVQ or equivalent vocational qualification excluding GNVQs (e.g. C&G, BTEC, RSA, NVQ) Base: all Full awards Level 3 Level 2 Level 1 Units only Level 3 Level 2 Level 1 Level unknown None


51

S2VOQU Highest vocational qualification at the end of sweep 2 Base: all GNVQ/NVQ full award: Level 3 Level 2 Level 1 GNVQ/NVQ units only: Level 3 Level 2 (includes Part 1 intermediate) Level 1 (includes Part 1 foundation) Unknown level None S2HIQUA Highest qualification achieved at the end of sweep 2 – All Level 3 (constructed from the components below) Academic route only Vocational route only Academic and vocational All Level-2 (constructed from the components below) Academic route only Vocational route only Academic and vocational Below level 2 / level unknown None S2TARGS Highest qualification attained by qualifications held All Level 3+ Of which A/AS Level GNVQ NVQ or equiv Level 2+ Of which A/AS Level/GCSE GNVQ NVQ or equiv Below NVQ level 2 / none


52

COHORT 9 SWEEP 4 S4MRET Month of response (from booking in) S4RESP Response type (from booking in) Postal (1) Postal (2) Postal (3) Telephone S4JAN00 etc Activity for each month - (S4Q4) S4NRESP Non-response Responded sweeps 1, 2, 3 & 4 Responded sweeps 1, 2 & 3 Responded sweeps 1&2 Responded sweep 1 Non-response to sweep 1 S4ACT1 Activity at the moment GST :(S4Q2 = Modern Apprenticeship, National Traineeship, Youth Training or other GST) OR ((S4Q2 = Ft/Pt Job) AND (S4Q31 = MA or NTr or other GST) Ft Ed :(S4Q2 = Ft ed at school or college) FT job :(S4Q2 = Ft Job) AND (S4Q31 not = MA or NTr or Other GST) PT job :(S4Q2 = Pt Job) AND (S4Q31 not = MA or NTr or Other GST) Looking after home family :(S4Q2 = Looking after home or family) Out of work/unemployed :(S4Q2 = Out of work/unemployed) Taking a break :(S4Q2 = Taking a break) Something else :(S4Q2 = Doing something else) Not stated :(S4Q2 = Not answered) S4ECACT Economic activity ILO employed :(S4Q37 = Yes, or S4Q38 = Yes, or S4Q39 - Yes) ILO unemployed :(S4Q37 = No and S4Q38 Not = yes and S4Q39 Not = yes) and ((S4Q40 = Yes) or (S4Q41 = Yes and S4Q42 = Yes)) Econ. Inactive : (S4Q37 = No and S4Q38 Not = yes and S4Q39 Not = yes and Q40 - Not = yes) and ((S4Q41 = No) or (S4Q42 = No)) Not answered :None of the above


53

S4ED_TR Education and Employed Funded Training Ft education :(S4ACT1 = FT Ed) GST :(S4ACT1 = GST) Other EFT :(S4ACT1 = FT/PT job) AND (S4Q35 = Yes) OR (Question 36 Yes received off the job training in the past 4 weeks)) Other education or training :((S4Q9 = Yes) OR (S4Q17 = Yes) OR (S4Q19 = Yes)) AND S4ED_TR not = (Ft ed, GST or other EFT) Total education/training :Sum of the above Not in education/training :Not (Ft ed/GST/EFT/Other ed/tr as defined above) S4EDTR2 Education and training (categories are mutually exclusive) Ft education :(as above) GST :(as above) Employed in ed/training :(S4ACT1 = FT/PT Job) AND (S4ED_TR Total in ed/tr) Unemployed/other in ed/training :(S4ED_TR Total in ed/tr) AND (S4ACT1 not = GST, FT/PT job, Ft ed) Total education/training :Total of above Employed without training :(S4ED_TR not = total in ed/tr) AND(S4ACT1 in Ft/Pt job) NEET :(S4NEET Neet) S4NEET Not in education, employment or training In education/employment/training :(S4ED_TR in total in ed/training) OR (S4ACT1 in FT/PT job) Not in ed/employment/training :(S4ED_TR no ed/training) AND (S4ACT1 not Ft/Pt job) S4ETW In education, training or work Total education or training :(s4ed_tr total in ed/training) No education or training :(s4ed_tr not in ed/training) Total ed, training or work :(s4ed_tr total in ed/training) OR (s4ACT1 In a full-time job or a part-time job Job) NEET :(s4ed_tr not in ed/training) AND (s4ACT1 NOT (In a full- time job or a part-time job))


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S4GSTGovernment Supported Training (type) Modern Apprenticeship :(S4ACT1 = GST/FT job/PT/job and S4Q31 = Modern Apprenticeship) National Traineeship :(S4ACT1 = GST/FT job/PT/job and S4Q31 = National Traineeship and S4Q31 not = Modern Apprenticeship) Work-based training :(S4ACT1 = GST/FT job/PT/job and Q31 = Work-based training through New Deal and S4Q31 NOT = National Traineeship and S4Q31NOT = Modern Apprenticeship) Other (((S4ACT GST/FT job/PT job and S4Q31 = Other Government Supported training) OR (S4ACT1 and Q31 None of these)) AND NONE of the above) S4WSTAT Work status All employees (S4Q28 = Employee) FT employees (S4Q28 = Employee and S4Q2 = FT job) PT employees (S4Q28 = Employee and S4Q2 = PT job) All self-employed (S4Q28 = Self-Employed) FT self-employed (S4Q28 = Self-Employed and S4Q2 = FT job) PT self-employed (S4Q28 = Self-Employed and S4Q2 = PT job) All employers (S4Q28 = Employer) Not answered (S4Q28 = Not Answered) S4EMPLO In employment - GST, FT job, PT job (main activity) - GST :(S4ACT1 = GST) FT job :(S4ACT1 = FT job) PT job :(S4ACT1 = Pt Job) Not in employment (S4EMPLO Not = GST, Ftjob, Ptjob) S4LIVE Living arrangements Father (step-father) only :(S4Q47 = Father/step-father) AND (S4Q47 NOT = mother/step-mother) Mother (step-mother) only :(S4Q47 = mother/step-mother) AND (S4Q47 NOT = father/step-father) Neither parent :(S4Q47 NOT = mother/step-mother/father/step-father/) Both parents :(S4Q47 = Yes mother/step-mother) AND (S4Q47 = Yes father/step-father) Not answered :(If S4LIVE = not answered)


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S4LIVEA Living with own children Yes :(S4Q48 = Yes) No :(S4Q48 = No) Not answer :(S4Q48 = Not answer) S4LIVEB Living with partners. Yes, live with partner/spouse :(S4Q49 = Yes) No, single :(S4Q49 = No) Not answer :(S4Q49 = Not answered) S4LONEP Lone parent (Single and living with own child) Yes, a lone parent : (S4Q48 = Yes & S4Q49 = No) No : ((S4Q48 = No) OR (S4Q49 = Yes) Not answered ; ((S4Q48 = Yes & S4Q49 = Not Answered) OR (S4Q48 = not Answered & (S4Q49 = No OR S4Q49 = Not Answered))) S4DISAB Whether has a disability or health problem? Yes :(S4Q50 = Yes) No :(S4Q50 = No) Not answered :(S4Q50 = Not answered) S4ACQNO Highest academic qualification sought (excl GNVQs) - Degree 2+ A-levels (or equiv) 1-1.5 A-levels (or equiv) 1 A/S level 1+ GCSEs Other academic qualifications None (A/S levels counted as 0.5 A-levels)


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S4VOQNO Highest vocational qualification sought (incl. GNVQs) Full Award -Level 4 -Level 3 -Level 2 -Level 1 Not answer (Vocational A-level/Advanced GNVQ – ‘Full award level 3’ when 12 units else ‘Units only’ awarded)


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S4VOC Vocational qualifications studied Studying a GNVQ -Foundation certain units -Intermediate certain units -Advanced (3 units) -Advanced (6 units) -Foundation full award -Intermediate full award -Advanced full award (12 units) Studying for a full NVQ -NVQ Level 1 -NVQ Level 2 -NVQ Level 3 -NVQ Level4 -NVQ Level not sure/not answer Studying for NVQ units only -NVQ Level 1 -NVQ Level 2 -NVQ Level 3 -NVQ Level4 -NVQ Level not sure/not answer -BTEC Level 1 -BTEC Level 2 -BTEC Level 3 -BTEC Level 4 -BTEC Level unsure/not answer -C&G Level 1 -C&G Level 2 -C&G Level 3 -C&G Level 4 -C&G Level unsure/not answer -RSA Level 1 -RSA Level 2 -RSA Level 3 -RSA Level 4 -RSA Level unsure/not answer -Other Level 1 -Other Level 2 -Other Level 3 -Other Level 4 -Other Level unsure/not answer


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S4GNVQ Studying for GNVQ (multi-coded) Full Foundation Intermediate Advanced (12 units) Units Foundation Intermediate Advanced (3 units) Advanced (6 units) Unclear/Not answered S4NVQ Studying for an NVQ (multi-coded) Full Level 1 Level 2 Level 3 Level 4 Not sure Units Level 1 Level 2 Level 3 Level 4 Not sure


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S4SAIM Main study aim (priority coded) Studying for a qual -NVQ Level 4 -Btec Higher National -Degree -Other Level 4 Equivalent -NVQ Level 3 -Advanced GNVQ -GCE A/AS Level -Other Level 3 or equiv -NVQ Level 2 -Intermediate GNVQ -Other Level 2 or equiv -GCSE -NVQ Level 1 -Foundation GNVQ -Other Level 1 or equiv -Other courses level unknown -Not stated/unclear S4A_C Number of GCSEs at grades A*-C cumulative to sweep 4 S4D_G Number of GCSEs at grades D-G cumulative to sweep 4 S4ME GCSE Maths and English cumulative to sweep 4 Maths A*-C with English A*-C, Maths A*-C with English D-G, Maths A*-C with no English; Maths D-G with English A*-C, Maths D-G with English D-G, Maths D-G with no English; no Maths with English A*-C, no Maths with English D-G, no Maths with no English S4ANUM Number of A levels cumulative to sweep 4 S4ASNUM Number of AS levels (not “converted” to A levels) cumulative to sweep 4 S4ALNUM Number of A/AS levels attained cumulative to sweep 4. A/S levels count as 0.5 A levels ie s4ALNUM= S4ANUM+0.5*S4ASNUM


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S4ALEVP A level points scores cumulative to sweep 4. (Where A=10, B=8, C=6, D=4, E=2) S4ASLEVP AS Level point scores (Where A=5, B=4, C=3, D=2, E=1) S4AASP A/AS level points score = S4ALEVP + S4ASLEVP S4ALEVAP A level average points scores = S4ALEVP / S4ANUM S4ASLVAP A/S level average points score = S4ASLEVP / S4ASNUM S4ACQU Highest academic qualification by end of sweep (excl. GNVQs) Priority coded: Degree from question 8 2+ A-levels from S4ALNUM 2+ 1-1.5 A-levels from S4ALNUM 1-1.5 5+ GCSEs A-C from S4A_C 5+ and none of above 1-4 GCSEs A-C from S4A_C 1-4 and none of the above 5+ GCSEs D-G from S4D_G 5+ and none of the above 1-4 GCSEs D-G from S4D_G 1-4 and none of above None reported None of the above S4GNVQA Highest full and part GNVQs attained cumulative to sweep 4. (Full awards only the highest was coded, where a part or units only were attained at a higher level than the highest full award recorded this should was also coded. Base: all GNVQ Full award Advanced (level 3) Intermediate (Level 2) Foundation (Level 1) units only: Advanced (level 3) Intermediate (Level 2) Foundation (Level 1) Unknown level None


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S4NVQA Highest full and part NVQs attained cumulative to sweep 2. (Full awards only the highest was coded, but where part or units only were attained at a higher level than the highest full ward recorded was also be coded. Base: all NVQ full award: Level 4 Level 3 Level 2 Level 1 NVQ units only: Level 4 Level 3 Level 2 Level 1 Unknown level None S4NVQEA Highest NVQ or equivalent vocational qualification excluding GNVQ Base: all Full awards Level 4 Level 3 Level 2 Level 1 Units only Level 4 Level 3 Level 2 Level 1 Level unknown None


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S4VOQU Highest vocational qualification at the end of sweep 4 Base: all GNVQ/NVQ full award: Level 4 Level 3 Level 2 Level 1 GNVQ/NVQ units only: Level 4 Level 3 Level 2 (includes Part 1 intermediate) Level 1 (includes Part 1 foundation) Unknown level None S4HIQUA Highest qualification at the end of sweep 4 All Level 4 (constructed from the components below which are to be shown separately): academic route: vocational route: academic and vocational: both at Level 4 ( S4ACQU degree and S4VOQU level 4) All Level 3 (constructed from the components below which are to be shown separately): academic route only vocational route only academic and vocational All Level-2 (constructed from the components below which are to be shown separately): academic route only vocational route only academic and vocational Below level 2 All not included above


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S4TARGS Highest qualification attained by quals held Level 3+ Of which A/AS Level GNVQ NVQ or equiv Level 2+ Of which A/AS Level/GCSE GNVQ NVQ or equiv Below NVQ level 2 or none


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APPENDIX B TELEPHONE SURVEY DOCUMENTS

Questionnaires Project instructions


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P2030 YCS:JOINT SURVEYS OF 19 AND 17 YEAR OLDS COHORT 10 SWEEP 2 CATI SURVEY – CORE QUESTIONS FIELD FINAL (13/11/00) Note about document format This document lists questions for a BLAISE Computer Assisted Telephone Interviewing (CATI) questionnaire. Questions are identified by names consisting of up to eight characters (e.g. Year, JobTrn, HE202) which appear immediately above the question text. The eligibility or routing for questions is indicated in brackets immediately above the question name. In most cases this routing is expressed in two ways, on consecutive lines. Firstly, a written description is given (e.g. If in a job). Secondly, the routing is expressed in programming terms using the question names and answer code names (e.g. if Year = job). Where no eligibility rule is given, this is the same as for the last eligibility rule shown in the questionnaire. The questionnaire is divided into modules or ‘blocks’, for example ‘FUTURE INVOLVEMENT IN HIGHER EDUCATION’. {Start block INTRO} {All} Wked "I am going to read out some things young people have said about work and education. Please tell me whether you agree or disagree with each one?": 1 Continue Wked1 " 'Since Year 11 the courses, jobs or training I have done have generally worked out well for me' ": (Do you agree or disagree?) (Agree Disagree Don't know) Wked2 "'I know how to find out about future work, education or training opportunities' ": (Do you agree or disagree?) (Agree Disagree Don't know) Wked3 " I think that making plans for the future is a waste of time": (Do you agree or disagree?) (Agree Disagree Don't know)


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Wked4 " 'I am optimistic about the future' ": (Do you agree or disagree?) (Agree Disagree Don't know) Wked5 " 'I get enough support in planning my future' ": (Do you agree or disagree?) (Agree Disagree Don't know) Wked6 " 'I want to do more training or education in the future' ": (Do you agree or disagree?) (Agree Disagree Don't know) Wked7 " 'I have got all the qualifications I need for the job or course I want to do' ": (Do you agree or disagree?) (Agree Disagree Don't know)


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{Start Block PASTYEAR} {All} Activ "What is your @main@ activity at the moment. Are you in full time education, doing government supported training, in a full time job or doing something else? @ INTERVIEWER PROMPT USING PRECODES IF NECESSARY@ (Out of work or unemployed Modern Apprenticeship, National Traineeship or other government supported training Full time job (30 or more hours per week) Part-time job (if this is @main@ activity) Full-time education at school or college Taking a break from study or work Looking after the home or family Other) [Codes above called “actcode”] {If Activ= doing something else} XActiv "Please tell us what you are doing": INTERVIEWER ENTER VERBATIM Max text 120 characters {All} OthAct "Besides your main activity are you doing any of the following?": 1 Continue OthAct1 {If Activ NOT = Looking after home / family} "(Are you) looking after @your own@ children or family?": (Yes no) {All} OthAct2 "(Are you) doing voluntary work?": (Yes no) OthAct3 "(Are you) developing your own skills, for example music, art or sport?": (Yes no)


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{If Activ NOT = Part-time work} OthAct4 "(Are you) working in one or more part-time jobs?": (Yes no) {All} OthAct6 "(Are you) looking for a job or an education or training place?": (Yes no) Past We would also like to know what you have been doing over the past months since January 2000. I will ask you about each month in turn. @INTERVIEWER: IF ANSWER IS SICK OR ON HOLIDAY, CHECK IF TEMPORARY. @IF TEMPORARY, PROBE FOR @USUAL@ ACTIVITY THAT MONTH. Jan "First of all, what was your @main@ activity in January 2000? (Were you in full time education, doing government supported training, in a full time job or doing something else?)": @INTERVIEWER: PROMPT USING PRECODES IF NECESSARY@ (Actcode) Feb "(What was your @main@ activity in) February 2000? Were you in full time education, doing government supported training, in a full time job or doing something else?": @INTERVIEWER: PROMPT USING PRECODES IF NECESSARY@ (Actcode) Mar "(What was your @main@ activity in) March 2000? Were you in full time education, doing government supported training, in a full time job or doing something else?": @INTERVIEWER: PROMPT USING PRECODES IF NECESSARY@ (Actcode) Apr "(What was your @main@ activity in) April 2000? Were you in full time education, doing government supported training, in a full time job or doing something else?": @INTERVIEWER: PROMPT USING PRECODES IF NECESSARY@ (Actcode)


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May "(What was your @main@ activity in) May 2000? Were you in full time education, doing government supported training, in a full time job or doing something else?": @INTERVIEWER: PROMPT USING PRECODES IF NECESSARY@ (Actcode) Jun "(What was your @main@ activity in) that month June 2000? Were you in full time education, doing government supported training, in a full time job or doing something else?": INTERVIEWER: If respondent queries summer job e.t.c., ask them what they consider to be their main activity. If necessary repeat question. Do not prompt. @INTERVIEWER: PROMPT USING PRECODES IF NECESSARY@ (Actcode) Jul "(What was your @main@ activity in) July 2000? Were you in full time education, doing government supported training, in a full time job or doing something else?": INTERVIEWER: If respondent queries summer job e.t.c., ask them what they consider to be their main activity. If necessary repeat question. Do not prompt. @INTERVIEWER: PROMPT USING PRECODES IF NECESSARY@ (Actcode) Aug "(What was your @main@ activity in) August 2000? Were you in full time education, doing government supported training, in a full time job or doing something else?" INTERVIEWER: If respondent queries summer job e.t.c., ask them what they consider to be their main activity. If necessary repeat question. Do not prompt. @INTERVIEWER: PROMPT USING PRECODES IF NECESSARY@ (Actcode) Sep "(What was your @main@ activity in) September 2000? Were you in full time education, doing government supported training, in a full time job or doing something else?": INTERVIEWER: If respondent queries job e.t.c., ask them what they consider to be their main activity in that month. If necessary repeat question. @INTERVIEWER: PROMPT USING PRECODES IF NECESSARY@ (Actcode) Oct "(What was your @main@ activity in) October 2000? Were you in full time education, doing government supported training, in a full time job or doing something else?": @INTERVIEWER: PROMPT USING PRECODES IF NECESSARY@ (Actcode)


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Nov "(What was your @main@ activity in) November 2000? Were you in full time education, doing government supported training, in a full time job or doing something else?": @INTERVIEWER: PROMPT USING PRECODES IF NECESSARY@ (Actcode)


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{Start Block QUALS} {All} GCSE "Have you obtained any GCSEs since @the beginning of January 2000@?": (Yes No) {All with any GCSEs} {If GCSE=yes} GCSENo How many GCSEs have you obtained since the beginning of January 2000? ENTER NUMBER 1…12 GCSESsub @/Please tell me the subjects of (all the) GCSE(s) you have obtained since the beginning of January 2000. You can tell me in any order you like? 1. Continue {For each GCSE at GCSENo.} GCSES_1 "What is the subject of your (first) GCSE?":@INTERVIEWER: ENTER SUBJECT GCSEG_1 "What grade did you get in your @I GCSES_1@ GCSE?": (A* A B C D E F G) GCSES_2/3/4/5/6 "What is the subject of your {second/third e.t.c.} GCSE?": @INTERVIEWER: ENTER SUBJECT GCSEG_2/3/4/5/6 "What grade did you get in your @IGCSES_2/3/4/5/6@ GCSE?": (A* A B C D E F G)


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{All} Othqual "Have you obtained any other qualifications such as A / S level qualifications, A levels, GNVQs or NVQs since @the beginning of January 2000@?": (yes no) {If respondent obtained other qualifications} {Ifotherqual=yes} AS "Have you obtained any A / S level qualifications since @the beginning of January 2000@?": (yes no) {If respondent obtained A/S exam} {If AS=yes} ASNo "How many A / S level qualifications have you obtained since @the beginning of January 2000@?": ENTER NUMBER 1…6 ASsub "Please tell me the subjects of (all the) A / S level qualifications you have obtained since @the beginning of January2000@. (You can tell me in any order you like?)": 1. Continue {For each A/S exam at ASNo.} ASS_1/2/3/4/5/6/ "What is the subject of your {first / second e.t.c.} A / S level qualification?": @INTERVIEWER: ENTER SUBJECT ASG_1/2/3/4/5/6 "What grade did you get in your @I ASS_1@I A / S level qualification?": (A B C D E) {If respondent obtained other qualifications} {If otherqual=yes} ALEVEL "Have you obtained any A-levels since @the beginning of January2000@?": (Yes No)


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{If respondent obtained A Level} {If ALEVEL=yes} ALEVNo "How many A levels have you obtained since the beginning of January 2000?": ENTER NUMBER 1…5 ALEVsub "Please tell me the subjects of (all the) A level(s) you have obtained since the beginning of January 2000. You can tell me in any order you like?": 1. Continue {For each A level at ALEVNo.} AlevS_1/2/3/4/5/6 "What is the subject of your (first / second e.t.c.) A level?": @INTERVIEWER: ENTER SUBJECT AlevG_1/2/3/4/5/6 "What grade did you get in your @I AlevS_1@I A level?": A B C D E {If respondent obtained other qualifications} {If Otherqual= yes} GNVQ Have you obtained any GNVQs or vocational A levels since the beginning of January 2000? (Yes, No) {If respondent obtained GNVQ / Vocational A level} {If GNVQ=yes} GNVQNo "How many GNVQs or vocational A-levels have you obtained since the beginning of January 2000?": ENTER NUMBER 1…5 {For each GNVQ at GNVQNo} GNVQlev 'What is the level of (the first/second…. ) GNVQ or vocational A-Level. Is it…READ…": Foundation, Intermediate, Advanced or a Vocational A level? {For each GNVQ at GNVQNo and GNVQlev}


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SGNVQS_1 What is the subject of {the first second e.t.c} GNVQ or Vocational A-Level? INTERVIEWER: ENTER SUBJECT {If respondent obtained other qualifications} {If otherqual=yes} NVQ "Have you obtained any NVQs since @the beginning of January2000@??": (yes no) {If respondent obtained NVQ} {If NVQ=yes} NVQNo "How many NVQs have you obtained since @the beginning of January 2000@?": ENTER NUMBER 1…5 {For each NVQ at NVQNo} NVQlev "What is the level of the NVQ. Is it…READ…": level 1 level 2 level 3 level 4 or something else? NVQS_1 "What is the subject of that NVQ?": INTERVIEWER: ENTER SUBJECT {If respondent obtained other qualifications} {Ifotherqual=yes} Othob "Have you obtained any other qualifications since @the beginning of January2000@??": (yes no) {If respondent obtained other qualification} {If Othob=yes} OthobNo "How many other qualifications have you obtained since the beginning of January 2000?": @ENTER NUMBER 1…5 {For each other qualification obtained at Othobno} Whatoth


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"Please tell me the name of the (first / second) qualification?": INTERVIEWER ENTER QUALIFICATION NAME/ TYPE OthS "What is the subject of that qualification?": @INTERVIEWER: ENTER SUBJECT OthG What is the level of that qualification? 1 Give level at next question 2 Not Applicable / Don't know {If OthG1 = Give level at next question} OthGO (What is the level of that qualification?' INTERVIEWER ENTER LEVEL

{Start Block FTEDUC: FULL-TIME EDUCATION} {All} Enrol "Can I please check, at present are you @enrolled@ on a full-time education course at school or college?": (yes no) {If enrolled on full-time course} {If enrol=yes} Attend "Are you still attending this school or college. Please say yes if you waiting for term to restart?": (yes no) Samesch "Are you still enrolled at the school where you were for Year 11? no)": (yes


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{If enrolled at a different school/ college} {If samsch=no} Inst "Where are you mainly taking your present course, or courses. Is it…READ…": at school at a sixth form college at a Further Education or tertiary college at an independent or other college at a private training centre or somewhere else? {If Inst=somewhere else} "What type of place is that?": INTERVIEWER: WRITE IN VERBATIM Maximum 120 characters {If enrolled on full-time course} {If enrol=yes} Grant "Do you receive a maintenance grant or regular money from your school, college or Local Education Authority, including money from Access funds or to help with travel? IF YES: Does this cover tuition fees only or things other than tuition fees?" @Do @NOT@ include loans from the Student Loans Company.' (Yes – covers tuition fees only Yes – covers things other than tuition fees (may also include tuition fees) No)


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{If respondent receives a grant} {If grant=yes} EMA "Do you receive an Education Maintenance Allowance?": (yes no) LEAGR "Do you receive a (nother) Local Education Authority grant": (yes no) SCHGR "Do you receive a grant from your school or college?": (yes no) {If enrolled on full-time course} {If enrol=yes} ST_Mth When did you start this course or courses. If you are at school, please say when you started Year 12/ the 6th Form? INTERVIEWER: January=1, February=2, March=3 etc. INTERVIEWER ENTER MONTH": St_Yr (Do not allow 2001 to be entered before year=2001) "INTERVIEWER ENTER YEAR": END_Mth "When do you expect to finish this course or courses. If you are at school, please say when you expect to leave school?": INTERVIEWER: January=1, February=2, March=3 etc. @INTERVIEWER ENTER MONTH, PROBE FULLY, IF STILL DON’T KNOW PRESS <CTRL & K) END_Yr "INTERVIEWER ENTER YEAR":


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{Start Block PTEDUC: PART-TIME EDUCATION} {All} PTEnrol "'Can I just check, are you enrolled on a part time course of education?" @INTERVIEWER: CORRESPONDENCE COURSES AND OPEN LEARNING COURSES SHOULD BE INCLUDED (yes no) {If PTEnrol = Yes} PTEd91 Is this course part of a full-time job or training course? (Yes No) {If Pted91 = No} PTEd92 Are you taking this course for leisure purposes only? (Yes No) {If respondent enrolled on a PT course not as part of a full-time job or for leisure purposes only} {If PTEd92=No} PTInst "Where are you mainly taking your present part-time course. If you are taking more than one part-time course, give details of the main one. Are you taking the course at a….READ…": (a college or training centre work home or somewhere else?) {If respondent taking course at college or training centre} {PTINST=1} PTColl "What type of college or training centre are you taking your course at? Is it a…READ…": (college of further education or tertiary college a private college a private training college, or a training centre run by your employer)?


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{Start block QUALNOW: QUALIFICATIONS BEING STUDIED FOR NOW} {All} SQUAL At present are you studying for any GCSEs, A/S level or A-level qualifications?": (yes no) {If respondent studying for any qualifications at present} {If SQUAL=yes} SGCSE "Are you studying for any GCSEs?": (yes no) {If studying for any GCSEs} {If SGCSE=yes} SGCSENo "How many GCSEs are you studying for?": 1….10 {For each GCSE at SGCSENo} SGCSES_1 "What is the subject of your (first, second e.t.c.) GCSE?": @INTERVIEWER ENTER SUBJECT {If respondent studying for any qualifications at present} {If SQUAL=yes} SAS "Are you studying for any A/S exams?": (yes no) {If studying for any A/S exams} {If SAS=yes} SASNo "How many A/S exams are you studying for?" 1….6 {For each A/S exam at SASNo} SASS_1 "What is the subject of your (first, second e.t.c.) A/S exam?': @INTERVIEWER ENTER SUBJECT


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{If respondent studying for any qualifications at present} {If SQUAL=yes} SAlevel "Are you studying for any A levels?": (yes no) {If studying for any A levels } {If SAlevel=yes} SAlevNo "How many A levels are you studying for?": 1….6 {For each A level at SAlevNo} SalevS_1 "What is the subject of your (first, second e.t.c.) A level?": @INTERVIEWER ENTER SUBJECT {All} SGNVQ "At present are you studying for any GNVQs or vocational A levels. @Please do not include NVQs here – these are covered in later questions?@": (yes no) {If studying for any GNVQs} {If SGNVQ=yes} SGNVQNo "How many GNVQs or vocational A levels are you studying for?": 1…10 {For each GNVQ at SGNVQno} SGNVQlv1 "What is the level of the (first) GNVQor vocational A level you are studying for. Is it a….READ…" Foundation GNVQ an Intermediate GNVQ, or a Vocational A level or Advanced GNVQ? {For each GNVQ at foundation or intermediate level} {If SGNVQlv= Foundation or Intermediate} QUNITS1 "Are you studying for a full award or certain units only?": (Full award Certain units only)


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{For each GNVQ that is at advanced level or a vocational A-level} {If SGNVQlv= vocational A level} VAUNIT1 "How many units are you studying for?": (3 units 6 units 12 units) {For each GNVQ at SGNVQno} SGNVQS1 "What is the subject of the (first, second e.t.c) GNVQ / vocational A-level you are studying for?" INTERVIEWER ENTER NAME OF SUBJECT Maximum text 120 characters {All} SNVQ "At present are you studying for an NVQ (National Vocational Qualification)?": (yes no) {If studying for any NVQs} {If SNVQ=yes} SNVQNo "How many NVQs are you studying for?": 1…10 {For each NVQ at SNVQno} NUNITS "For your (first/second) NVQ, are you studying for a full award or certain units only?": (Full award Certain units only) SNVQS "What is the @main@ subject are you studying for in your (first, second e.t.c.) NVQ?": INTERVIEWER ENTER NAME OF SUBJECT Maximum text 120 characters NVQLEV "What is the level of this NVQ?": (1 2 3 4 Not sure)


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{All} SBTEC "At present are you studying for any BTEC or Edexcel qualifications?" (yes no) {If studying for any BTECs / edexcels} {If SBTEC=yes} SBTECNo "How many BTECs or Edexcels are you studying for?": 1…10 {For each BTEC / Edexcel at SBTECno} SBTEClv1 What is the level of the {first, second e.t.c.} BTEC or Edexcel you are studying for. Is it a….READ OUT…": (first certificate first diploma national Certificate/ diploma or other BTEC?) SBTECS1 "What subject are you studying for?": INTERVIEWER ENTER NAME OF SUBJECT Maximum text 120 characters {If SBTECLV1 = Other} NVBTEC "What is the NVQ level equivalent of the BTEC or Edexcel you are studying for?": (1 2 3 4 Not sure) {All} SCG "At present are you studying for any City and Guilds qualifications?": (yes no) {If studying for any C&Gs} {If SCG=yes} SCGNo "How many City and Guilds are you studying for?": 1…10


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{For each C&G at SCGno} SCGlv "What is the level of the {first, second e.t.c.} City and Guilds you are studying for. Is it a….READ OUT…": Part 1 a Part 2, craft or intermediate, a Part 3 or final or advanced or another type of City and Guilds?) SCGS1 What subject are you studying for? INTERVIEWER ENTER NAME OF SUBJECT Maximum text 120 characters {If CGlv = another type of City and Guilds} NVCG "What is the NVQ level equivalent of the City and Guilds you are studying for?": (1 2 3 4 Not sure) {All} SRSA "At present are you studying for any RSA or OCR qualifications?" (yes no) {If studying for any RSAs} {If SRSA=yes} SRSANo "How many RSA or OCR qualifications are you studying for?": 1…10 {For each RSA at SRSAno} SRSAlv "What is the level of the (first, second e.t.c.) RSA or OCR qualification you are

studying for. Is it a….READ…": (certificate first diploma advanced diploma, or another type of RSA or OCR?) SRSAS "What subject are you studying for?": INTERVIEWER ENTER NAME OF SUBJECT Maximum text 120 characters


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{If SRSAlV = another type} NVRSA "What is the NVQ level equivalent of the RSA or OCR qualification you are studying for?": (1 2 3 4 Not sure Not Applicable) {All} Othstu 'At present are you studying for any other vocational or professional qualifications?' Yes No {If OthStu =Yes} Stuno 'How many other qualifications are you currently studying for?' INTERVIEWER ENTER NUMBER 1-10 Stutyp 'What type of qualification is this (first,second, etc..) other qualification? By type of qualification I mean GNVQs or NVQs rather than the subject' (If More than one: 'You can tell me in any order you like') ENTER TYPE OF QULAIFICATION Stusub 'What subject is the ^First / second (Stutyp) qualification in?' StuNVQ 'Please tell me the NVQ level equivalent of this qualification?' (1 2 3 4 Not sure Not applicable)


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{Start Block JOBS: JOBS AND TRAINING} {If Activ = full-time job. Part-time job, youth training or Othact4 = Yes} {If respondent currently in FT or PT job or training} {If jobGST=yes} JGSTEX "Please answer the following questions about your current job or training. If you have more than one, answer about the one with the most hours": (Continue) JTJan00 "Did you start this job or training before or since 1st January 2000?": INTERVIEWER: ON 1ST JANUARY SHOULD COUNT AS SINCE (Before January 2000 Since 1st January 2000) {If respondent started job or training since 1st January 2000} JTSTmth "In what month this year did you start this job or training?": @INTERVIEWER ENTER MONTH 1-12 JTSTYr INTERVIEWER: ENTER YEAR STARTED JOB, ASK OR CODE AS NECESSARY JDESC1 "What is the name of your job or work you are being trained to do?": @INTERVIEWER ENTER VERBATIM @PROBE FULLY Maximum 240 characters JDESC2 "What work do you mainly do there?" @INTERVIEWER ENTER VERBATIM @PROBE FULLY Maximum 240 characters JSTAFF "Including yourself, about how many people work at the same place as you?": (1-9 10-24 25-49 50-99 100 or more)


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Jtype "What does the firm or organisation, where you work or receive your training, make or do. If you are self-employed, please tell us what @you@ make or do?": @INTERVIEWER WRITE IN VERBATIM @PROBE FULLY Maximum 240 characters {If activ=FT Job, PT Job or Training} JEmp "Are you an employee or are you self-employed?": INTERVIEWER: IF EMPLOYER WITH EMPLOYEES BUT NOT SELF EMPLOYED CODE AS EMPLOYEE (Employee Self-employed) {If Jemp=Employee} JempEmp Are you an employer with employees? (Yes No) {If self employed} {JEmp = Self-employed} JSEmp "Do you have any employees?": (Yes – have employees No – no employees) {If Jemp = Employee} JMan "Are you a manager, a supervisor or neither of these?": (Manager Supervisor Neither of these) JPERM "Have you been taken on permanently, or is the job temporary?": (Permanent Temporary Not sure)


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Apprent1 "Please tell me whether this job or training is any of the following? Is it…READ…": (a modern Apprenticeship a National Traineeship work based training through the New Deal, other government supported training or None of these?) {If Not self employed AND Apprent1 = Other} Apprent2 "Please give details about this government supported training": INTERVIEWER ENTER VERBATIM Max 120 characters {If currently in FT or PT job or training} {If Activ = FT Job, Part Time Job or training} Timeoff "Some young people have a legal right to paid time off work to study or train for qualifications. Do you think you have this right?": (Yes No Not sure) {If timeoff=yes} TOADV "Have you taken advantage of this?": (yes no) {If Toadv=no} TOplan "Do you plan to take advantage of this in the next year?": (yes no) {If Toplan=no} TONot "Why do you not plan to take advantage of this paid time off work to study or train? Is it because…READ…" (it probably does not apply to me it might apply but I don’t want to study any more, i want to but my employer is not keen that I do? Or for some other reason Don’t know)


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{Start Block: TRAINING: ON-THE-JOB AND OFF-THE-JOB TRAINING} {If Jemp= Employee} Onjobt4 "Have you received any on-the-job training in the last four weeks, that is training in the course of your usual work?": (yes no) Offjobt4 "Have you received any off-the-job training in the last four weeks, that is training away from your usual place of work?": ^ If Self-employed 'Have you attended any short courses to do with your job in the last four weeks? (yes no)

{Start Block WORK: WORK AND LOOKING FOR WORK} {All} Paidwk "Did you do any @paid@ work last week, that is, in the last 7 days?": (Yes No) {If respondent did no paid work in last week} {If paidwk=No} anywk "Was this because you have a job but were away from it last week?": (yes no) {If respondent did paid work in the last 7} {If Paidwk = Yes} Whtwork "Was this work full-time, part-time or an occasional job?": (full-time work (over 30 hours per week) part-time work occasional job) {If Anywk = No} unpaid "Did you do any unpaid work last week, for any business that you or a relative own?" (yes no)


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{If Anywk=No} jobwait "Are you currently waiting to start a job that you have already obtained?" (yes no) Joblook "Have you been looking for a job or training place in the last 4 weeks?": (yes no) {If looking for a job or training place} {If joblook=yes} Joboff "If a job or training place had been offered to you this week, would you have been able to start within 2 weeks?": (yes no {If not looking for a job or training place} {If joblook=no} whynot "What is the @main@ reason why not?": (I am waiting for the results of an application for a job or being assessed by a training agent I am a full-time student I am taking a break from study/work I am pregnant/ looking after the home/children/family I am temporarily sick or injured I am long term sick or disabled I believe there are no jobs available Other reason) {If whynot=other reason} Xwhynot "What is that reason?" @INTERVIEWER RECORD VERBATIM Maximum 120 characters {If respondent not in employment, education or training} {If active = taking a break, out of work, looking after home, something else} NoETE I am now going to read out a number of reasons people have given for not being in education, employment or training. For each of these please say whether they apply to you. 1 Continue


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NoETE1 "I am currently having a break from study?": (Does this apply to you?) (Applies Does not apply) NoETE2 "I need more qualifications and skills to get a job, education or training place?": (Does this apply to you?) (Applies Does not apply) NoETE3 "I am currently looking after a home or children?": (Does this apply to you?) (Applies Does not apply) NoETE4 " I am currently looking after other family members such as a parent or other relative?": (Does this apply to you?) (Applies Does not apply) NoETE5 "I have poor health or a disability?": (Does this apply to you?) (Applies Does not apply) NoETE6 " I have housing problems?": (Does this apply to you?) (Applies Does not apply) NoETE7 "I have family problems?": (Does this apply to you?) (Applies Does not apply) NoETE8 "I would find it difficult to travel to work or college because of poor transport where I live?": (Does this apply to you?) (Applies Does not apply)


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NoETE9 " I would be worse off financially in work or on a course?": (Does this apply to you?) (Applies Does not apply) NoETE10 " There are no decent jobs or courses available where I live?": (Does this apply to you?) (Applies Does not apply) NoETE11 " I have not yet decided what sort of job or course I want to do?": (Does this apply to you?) (Applies Does not apply) NoETE11a 'I have not found a suitable job or course?' (Does this apply to you?) (Applies Does not apply) NoETE12 " I have other reasons why I am not in education, employment or training": (Does this apply to you?) (Applies Does not apply) {If NoETE12 = Applies} "Please tell me this / these other reason(s) are?": INTERVIEWER ENTER VERBATIM Max Characters 120 {All} Benefit "Do you get any regular benefits, such as Income Support, Disability or Incapacity benefits, or any other regular benefits? Please do not include Child Benefit": {Yes No)


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[Start Block HHOLD: YOU AND YOUR HOUSEHOLD} {All} Intro1 "It would be very helpful to know a little more about you and your household": 1 Continue LIVE "I am now going to ask you about the people you live with such as your natural parents, step parents, other relatives or friends?" 1 Continue LIVE1 "(Do you live with) your natural father?": (yes no) {If Live1 = No} LIVE1a "(Do you live with) your stepfather?": (yes no) {All} LIVE2 "(Do you live with) your natural mother?": (yes no) {If Live2 = No} LIVE2a "(Do you live with) your stepmother?": (yes no) {All} LIVE3 "(Do you live with) any of your own children?": (yes no) LIVE4 "(Do you live with) a husband/wife or partner?": (yes no)


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LIVE5 "(Do you live with) any brothers or sisters?": (yes no) LIVE6 "(Do you live with) any other relatives?": (yes no) LIVE7 "(Do you live with) any friends?": (yes no) LIVE8 "(Do you live with) anyone else?": (yes no) {If Live7 = Yes} LiveO "Who else do you live with?": INETRVIEWER ENTER VERBATIM Max 120 characters {All} Disab Do you have a disability or health problem, which you expect will last for more than a year, which affects your ability to carry out normal day to day activities (Yes, No)


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Please tell me whether your parents have or have not helped you out in each of the following ways in the last year. By parents we mean the parents or step parents with whom you live or have regular contact. 1 Continue ParF (Please tell me whether your parents have or have not helped you out in each of the following ways in the last year). Financial support such as an allowance or pocket money? (Yes, No) {If young person has any children} {If Live3 = Yes} ParC (Please tell me whether your parents have or have not helped you out in each of the following ways in the last year). Help with looking after children or paying for childcare? (Yes, No) {All} ParE (Please tell me whether your parents have or have not helped you out in each of the following ways in the last year). Help with finding a job? (Yes, No)


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P2030 YCS:JOINT SURVEYS OF 19 AND 17 YEAR OLDS COHORT 10 SWEEP 2 “OPTIONS AND CHOICES” CATI SURVEY FIELD FINAL (3/11/00) This document lists questions for a BLAISE Computer Assisted Telephone Interviewing (CATI) questionnaire. Questions are identified by names consisting of up to eight characters (e.g. Year, JobTrn, HE2002) which appear immediately above the question text. The eligibility or routing for questions is indicated in brackets immediately above the question name. In most cases this routing is expressed in two ways, on consecutive lines. Firstly, a written description is given (e.g. If in a job). Secondly, the routing is expressed in programming terms using the question names and answer code names (e.g. if Year = job). Where no eligibility rule is given, this is the same as for the last eligibility rule shown in the questionnaire. The questionnaire is divided into modules or ‘blocks’, for {Block WORKW: Those who want to be in work when aged 21}. {Start block Intro} Futur1 I am now going to ask you some questions about what you think you'll be doing in a few years time. 1 Continue {All} Futur2 Earlier you told me that your @main@ activity is (Activ)? What do you think your main activity will be in 12 months time? @(Do you think you will be in full-time education, doing government supported training, in a full-time job or doing something else?') @INTERVIEWER 'if doing something else probe for activity (Full-time education at college or university Government supported training [Modern Apprenticeship, work based training through the New Deal, National Traineeship, or other government supported training] Full-time job (30 or more hours per week) Part-time job (If this is @main@ activity) Out of work or unemployed Take a break from study / work Look after the home or family Something else Don't Know)


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{If Futur2 = something else} Futur3 Please tell me what you think you will be doing INTERVIEWER ENTER VERBATIM Max text 70 characters Futur4 Now please tell me what you think you will be doing as your @main activity@ when you are 21? @(Do you think you will be in full-time education, doing government supported training, in a full-time job or doing something else?') @INTERVIEWER 'if doing something' else probe for activity (Full-time education at college or university Government supported training [Modern Apprenticeship, work based training through the New Deal National Traineeship, or other government supported training] Full-time job (30 or more hours per week) Part-time job (If this is @main@ activity) Be unemployed / look for work Take a break from study / work Look after the home or family Something else Look after the home or family Don't Know SOFT CHECK IF Futur4 = DK 'Please can you tell me your best guess of what you think you'll be doing' {If Futur4 = something else} Futur5 Please tell me what you think you will be doing INTERVIEWER ENTER VERBATIM Max text 120 characters


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{Block WORKW: Those who expect to be in work when aged 21} {If Futur4 = working full-time or part-time} {If Futur4 = Full-time job OR Part-time job & Ptenrol = No} Workg 'You've told me that when you are 21 you expect to be in full or part time work. What kind of work do you think you might be doing? (Management Clerical / secretarial Craft Personal and protective services Sales Plant and machine operatives Other Not sure) WorkF {^Other than the qualifications you are currently studying for} are there any qualifications you expect to study for to help you get the kind of job you might be doing when you 21?' INTERVIEWER: EXCLUDE INFORMAL ON-THE-JOB TRAINING (Yes, No) ^ If Active = FT Education Or PT enrol = Yes only {If plans to do qualifications} {If workf = Yes} Workq 'What type of qualifications do you think you'll need. By type I mean will they be GCSE's, NVQ's or whatever rather than the subject they'll be in?' @Interviewer Exclude qualifications currently being studied (GCSE A/S Level A Level GNVQ Vocational A levels NVQ's Degree Diploma Other ) {If Workq = Other} {WorkqO} Please tell me what type of qualification this is?' INTERIEWER RECORD VERBATIM


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{If Workf = NQV} Worklev 'What level of NVQ to you expect to study for?' 1-4 {If workf = No & Active = FT or PT work} {If currently in employment but no qualifications respondent wants to do} {Workl} You have told me that by the age of 21 you expect to be {activity from futur4}. Will your current job train you to be able to do what you expect to be doing by the age of 21? (Yes, No.)


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{Block GoEd - All those who expect to be in full-time education when aged 21} {If Futur4 = Full-time education at college or university} Goed You've told me that when you are 21 you expect to be (futur4). ^Other than any course you are currently doing is there any other qualification you need to get so that you can do the course you would like when you are 21? (Yes, No) ^Other than any course you are currently doing If Activ = FT Education only {If Goed = Yes} GoedQ What type of qualifications do you think you will need? By type I mean will they be GCSE's, NVQ's A Levels or whatever rather than the subjects they're in?' CODE ALL THAT APPLY (GCSE A/S Level A Level GNVQ Vocational A levels NVQ's Degree Diploma Other ) {If GoedQ = other} GoedQO 'Please tell me what type of qualification this is' INTERVIEWER RECORD VERBATIM


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{Block Concerns: Concerns about education}{If NOT currently in education} {If Activ NOT = FT Education} Concern I am going to read out a list of things young people have said they would worry about if making a decision whether or not to do @full-time@ education or training. For each please say whether you agree or disagree? @ INTERVIEWER if asked 'Full time education does not include day release.' 1 Continue Concrnl (Do you agree or disagree) I'd rather learn on the job or through day release than do a full-time course' (Agree Disagree) Concrna My parents or family would prefer me to have a job rather than be on a course (Do you agree or disagree) (Agree Disagree) Concrnb I would be worried about having enough money to support myself during a course (Do you agree or disagree) (Agree Disagree) Concrnd I would be worried about not being able to finish the course because I don't enjoy it (Do you agree or disagree) (Agree Disagree) Concrnf 'I would be worried about fitting the course around my family commitments' (Do you agree or disagree) (Agree Disagree) Concrng 'I don't want to do a Full Time course it would be just like being back at school' (Do you agree or disagree) (Agree Disagree)


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Concrni I'm at an age where I need to earn my own money rather than study (Do you agree or disagree) (Agree Disagree) Concrnj I would worry that I would find the course too difficult (Do you agree or disagree) (Agree Disagree) Condiff 'Finally a slightly different question. If you were doing a full-time course ands this meant you had to work part-time to get by, would this put you off doing the course?' (Yes, No) {If Any Response Concerna-Concernf = Yes - applies} Levcon You mentioned to me that you agree with some of the worries associated with continuing in education. Please tell me for each of these whether they would be a major problem or a minor problem. 1 Continue {If Concena = Yes} Levcona “My parents or family would prefer me to have a job rather than be on a course. (Would this be a major problem or a minor problem?)” (Major problem, minor problem) {If Concenb = Yes} Levconb “I would be worried about having enough money to support myself during a course (Would this be a major problem or a minor problem?)” (Major problem, minor problem) {If Concend = Yes} Levcond “I would be worried about not being able to finish the course because I don't enjoy it (Would this be a major problem or a minor problem?)” (Major problem, minor problem)


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{If Concenf = Yes} LevconF “'I would be worried about fitting the course around my family commitments' (Would this be a major problem or a minor problem?)” (Major problem, minor problem) {If Conceng = Yes} Levcong “'I don't want to do a Full-Time course - it would be just like being back at school' (Would this be a major problem or a minor problem?)” (Major problem, minor problem) {If Conceni = Yes} Levconi “I'm at an age where I need to earn my own money rather than study (Would this be a major problem or a minor problem?)” (Major problem, minor problem) {If Concenj = Yes} Levconj “I would worry that I would find the course too difficult (Would this be a major problem or a minor problem?)” (Major problem, minor problem)


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{Block Work: All those currently in work} {If Activ = FT or PT work or Othact4 = Yes} Traint 'I would like to ask you some questions about where you work now.' (1 Continue) Train Does your employer have jobs different from the one you do now that you would like to do in the future? (Yes, No) {If Train = Yes} Trainw Do any of these jobs require additional training? (Yes, No) {If Trainw = yes} Trainu Do you think you will have the opportunity to do any of that training? (Yes, No) {If Trainw - No} Trainf Do you think you will have the opportunity do one of these jobs in the future? (Yes, No) {If Trainf = yes} Trainq Will you need any qualifications to be able to do this job? (Yes, No)


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{Block NEETS} {All NEETS} {If Activ NOT = FT or PT work or training AND Othact4 = No} NeetP 'Many people have difficulty in finding suitable work in their local area. We want to know if each of the following is a difficulty in your area. Please tell me whether you agree or disagree with each statement?' 1 Continue Neetp1 (Do you agree or disagree that the following is a difficulty in your local area)' 'There aren't any suitable jobs for me round here?' (Agree, Disagree) Neetp2 (Do you agree or disagree that the following is a difficulty in your local area)' 'The only jobs I can apply for are low wage or part time?' (Agree, Disagree) Neetp3 (Do you agree or disagree that the following is a difficulty in your local area)' 'There is no suitable training available for the jobs that I want to do?' (Agree, Disagree) Neetp4 (Do you agree or disagree that the following is a difficulty in your local area)' 'Employers won't give me a job because of my sex?' (Agree, Disagree) Neetp5 (Do you agree or disagree that the following is a difficulty in your local area)' 'Employers won't give me a job because of my poor health?' (Agree, Disagree) Neetp6 (Do you agree or disagree that the following is a difficulty in your local area)' 'Employers won't give me a job because of my ethnic origin?' (Agree, Disagree) Neetp7 (Do you agree or disagree that the following is a difficulty in your local area)' 'I don't have access to transport to get me to the jobs I want?' (Agree, Disagree)


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Neetp8 (Do you agree or disagree that the following is a difficulty in your local area?)' 'Employers won't employ people who live where I do' (Agree, Disagree) Neetp9 Are there any other reasons why it is difficult for you to get a job in your local area? (Yes, No) {If other problems with jobs or training) {If Neetp9 = Yes} Neetp10 What are these reasons? INTERVIEWER ENTER VERBATIM


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(Block: Help) {ALL} IntrAd I would now like you to think about where you might get advice about some of the things we have been talking about - this might be from a professional person, a friend, or a member of your family. 1 Continue {All} WorkAd Who would you talk to if you wanted some advice about looking for a new job or training place? PROBE FULLY AND MULTI-CODE INTERVIEWER: If says “Careers Advisor”, probe with “Would this be a teacher from your school or college or somewhere else? If a teacher from their school or college, code as teacher” (The Careers Service, The Employment Service / Job Centre Teachers from a school or college Employers or managers at work Work colleagues Parents Brothers or sisters Other family members Friends A private careers advice agency Someone else No-one / I would not need advice about this Don’t know) No-one / DK - should be exclusive codes {If WorkAd = Someone else} WorkAdO INTERVIEWER: RECORD WHO THE ‘SOMEONE ELSE’ IS. {If more than one code at WorkAd} WorkLik And, of these people, who would you be @most@ likely to talk to? SINGLE CODE (Show codes mentioned at WorkAd)


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{All} EducAd Who would you talk to if you wanted some advice about studying for a new academic or work-related qualification at school or college? @INTERVIEWER All teachers should be code 3. (The Careers Service, The Employment Service / Job Centre Teachers from a school or college Employers or managers at work Work colleagues Parents Brothers or sisters Other family members Friends A private careers advice agency Someone else No-one / I would not need advice about this Don’t know) No-one / DK - should be exclusive codes {If EducAd = Someone else} EducAdO INTERVIEWER: RECORD WHO THE SOMEONE ELSE IS. {If more than one code at EducAd} EducLik And, of these people, who would you be @most@ likely to talk to? SINGLE CODE (Show codes mentioned at EducAd) {All} {Help} I would now like to ask you if you have ever asked for advice about jobs or education or training courses from particular people or organisations in the @last two years@. Please say yes or no for each one I read out. 1 Continue Helpa (In the last two years, have you asked for advice about jobs or education or training courses from …) The Careers Service? INTERVIEWER: Do not include careers advisers who are teachers. (Yes, No)


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Helpb (In the last two years,, have you asked for advice about jobs or education or training courses from …) The Employment Service or Job Centre? (Yes, No) Helpc (In the last two years, have you asked for advice about jobs or education or training courses from …) A teacher at a school or college? (Yes, No) Helpd (In the last two years, have you asked for advice about jobs or education or training courses from …) Employers or managers at work? (Yes, No) Helpe (In the last two years, have you asked for advice about jobs or education or training courses from …) Work colleagues? (Yes, No) Helpf (In the last two years, have you asked for advice about jobs or education or training courses from …) A parent? (Yes, No) {If have brothers or sisters} Helpg (In the last two years, have you asked for advice about jobs or education or training courses from …) Brothers or sisters? (Yes, No) {All} Helph (In the last two years, have you asked for advice about jobs or education or training courses from …) A friend? (Yes, No)


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Helpi (In the last two years, have you asked for advice about jobs or education or training courses from …) A private careers advice agency (Yes, No) {If any sources of advice used at Helpa to Helpi} Helpr Now, I would like to check how useful you found the advice you have been given since Year 11 about jobs or education or training courses. 1. Continue {If Helpa = Yes} Usefula Have you found the advice you have been given by the Careers Service useful or not? (Useful, not useful) {If Usefula = useful) HowUsea (The Careers Service) Is that very useful or only fairly useful? Very useful Fairly useful {If Helpb = Yes} Usefulb Have you found the advice you have been given by the Employment Service or Job Centre useful or not? (Useful, not useful) {If Usefulb = useful) HowUseb (Employment Service or Job Centre) Is that very useful or only fairly useful? Very useful Fairly useful {If Helpc = Yes} Usefulc Have you found the advice you have been given by teachers from a school or college useful or not? (Useful, not useful)


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{If Usefulc = useful) HowUsec (Teachers from a school or college) Is that very useful or only fairly useful? Very useful Fairly useful {If Helpd = Yes} Usefuld Have you found the advice you have been given by employers or managers at work useful or not? (Useful, not useful) {If Usefuld = useful) HowUsed (Employers or managers at work) Is that very useful or only fairly useful? Very useful Fairly useful {If Helpe = Yes} Usefule Have you found the advice you have been given by work colleagues useful or not? (Useful, not useful) {If Usefule = useful) HowUsee (Work colleagues) Is that very useful or only fairly useful? Very useful Fairly useful {If Helpf = Yes} Usefulf Have you found the advice you have been given by parents useful or not? (Useful, not useful) {If Usefulf = useful) HowUsef (Parents) Is that very useful or only fairly useful? Very useful Fairly useful


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{If Helpg = Yes} Usefulg Have you found the advice you have been given by brothers or sisters useful or not? (Useful, not useful) {If Usefulg = useful) HowUseg (Brothers or sisters) Is that very useful or only fairly useful? Very useful Fairly useful {If Helph = Yes} Usefulh Have you found the advice you have been given by friends useful or not? (Useful, not useful) {If Usefulh = useful) HowUseh (Friends) Is that very useful or only fairly useful? Very useful Fairly useful {If Helpi = Yes} Usefuli Have you found the advice you have been given by a private careers advice agency useful or not? (Useful, not useful) {If Usefuli = useful) HowUsei (A private careers advice agency) Is that very useful or only fairly useful? Very useful Fairly useful


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(Block Parents) {If does not have mother, step mother, father and step father in HH Live1-4 in core} Contact Do you have any parents or step parents who you do not live with but with whom you have regular contact? (Yes, No) {If Contact = Yes} Whopar 'With which parents or step parents do you have regular contact?' MULTICODE Natural father Step father Natural mother Step mother {If has natural mother in HH grid or at Whopar} ParMoth Parents sometimes have an idea of what they would like their children to do when they grow up. How happy would you say your natural mother is with what you are currently doing. Would you say she is …READ OUT… (…very happy, fairly happy, neither happy nor unhappy, fairly unhappy, or very unhappy? {If ParMoth = unhappy or very unhappy} PMothUn What would she prefer you to be doing? INTERVIEW RECORD VERBATIM {If has step mother in HH grid or at Whopar} ParStMo Parents sometimes have an idea of what they would like their children to do when they grow up. How happy would you say your step mother is with what you are currently doing. Would you say she is …READ… (…very happy, fairly happy, neither happy nor unhappy, fairly unhappy, or very unhappy? {If ParStMo = unhappy or very unhappy} ParStMoUN What would she prefer you to be doing? INTERVIEW RECORD VERBATIM


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{If has natural father in HH grid} ParFath Parents sometimes have an idea of what they would like their children to do when they grow up. How happy would you say your natural father is with what you are currently doing. Would you say she is …READ… (…very happy, fairly happy, neither happy nor unhappy, fairly unhappy, or very unhappy? {If ParFath= unhappy or very unhappy} ParFathUn What would he like you to be doing? INTERVIEW RECORD VERBATIM {If has step father in HH grid or at Whopar} ParStFa Parents sometimes have an idea of what they would like their children to do when they grow up. How happy would you say your step father is with what you are currently doing. Would you say he is …READ… (…very happy, fairly happy, neither happy nor unhappy, fairly unhappy, or very unhappy? {If ParStFa= unhappy or very unhappy} ParStFaUn What would he prefer you to be doing? INTERVIEW RECORD VERBATIM {If any parents at Whopar or in HH grid} Par7 Please tell me whether your parents have or have not helped you out in each of the following ways in the last year. By parents we mean the parents or step parents with whom you live or have regular contact. 1 Continue ParF (Please tell me whether your parents have or have not helped you out in each of the following ways in the last year). Financial support such as an allowance or pocket money? (Yes, No)


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{If young person has any children} {If Live3 = Yes} ParC (Please tell me whether your parents have or have not helped you out in each of the following ways in the last year). Help with looking after children or paying for childcare? (Yes, No) {All} ParE (Please tell me whether your parents have or have not helped you out in each of the following ways in the last year). Help with finding a job? (Yes, No)


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P2030 YCS:JOINT SURVEYS OF 19 AND 17 YEAR OLDS COHORT 10 SWEEP 2 “HE” CATI SURVEY – HE MODULE Final Version: 13/11/00 Note about document format This document lists questions for a BLAISE Computer Assisted Telephone Interviewing (CATI) questionnaire. Questions are identified by names consisting of up to eight characters (e.g. Year, JobTrn, HE2002) which appear immediately above the question text. The eligibility or routing for questions is indicated in brackets immediately above the question name. In most cases this routing is expressed in two ways, on consecutive lines. Firstly, a written description is given (e.g. If in a job). Secondly, the routing is expressed in programming terms using the question names and answer code names (e.g. if Year = job). Where no eligibility rule is given, this is the same as for the last eligibility rule shown in the questionnaire. The questionnaire is divided into modules or ‘blocks’, for example ‘FUTURE INVOLVEMENT IN HIGHER EDUCATION’. {Start Block FUTUR: FUTURE INVOLVEMENT IN HIGHER EDUCATION} {If High Achiever} {Level2=2} HEIntro “The next few questions are about applying for Higher Education courses. By Higher Education course I mean a degree or HNC, HND or Higher Education Diploma at a university or similar institution where you can study for Higher Education courses. We do not include further education and studying for A levels or GNVQs as Higher Education”: 1 Continue HEApply Have you applied or do you intend to apply for a Higher Education course this academic year? (Yes No Don’t know) {Soft check if respondent is not currently studying for level 3 qualifications in core} {If HEAPPLY1=1 & (SQUAL=no|SALEVEL=no |SGNVQ=no)} “You have told me you have applied or intend to apply for a Higher Education course this academic year. Previously you told me that you are not currently studying for any A levels or GNVQs. Is this correct?” Allow interviewer to go back to SQUAL, SALEVEL, SQNVQ or HEAPPLY1


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{If HEApply1=no or don’t know} Heapply2 Do you intend to apply next academic year for a Higher Education course? IF RESPONDENT IS UNSURE, EXPLAIN: Is this what you would like to do, if all goes well? (Yes No Don’t know) (Soft check if respondent is not currently studying for level 3 qualifications in core) {If HEAPPLY2=1 & (SQUAL=no|SALEVEL=no |SGNVQ=no)} “You have told me you have applied or intend to apply for a Higher Education course this academic year. Previously you told me that you are not currently studying for any A levels or GNVQs. Is this correct?” Allow interviewer to go back to SQUAL, SALEVEL, SQNVQ or HEAPPLY2 {If HEApply2=no or don’t know} Heapply3 Do you intend to apply sometime in the future for a Higher Education course? IF RESPONDENT IS UNSURE, EXPLAIN: Is this what you would like to do, if all goes well? (Yes No Don’t know) {If respondent has applied or intends to apply this year or next year} {If HEApply1=yes or HEApply2=yes} Gapyear If you get a place on a higher education course will you take a “Gap Year”, that is a year off between getting your A levels and taking up your place on the course? IF RESPONDENT IS UNSURE, EXPLAIN: Is this what you would like to do, if all goes well? (Yes – gap year No) {If Gapyear=yes} Gapdo What do you expect will be the main thing you do during that year off? INTERVIEWER PROBE IF NECESSARY AND CODE ONE ANSWER (Travelling Working abroad Working in Britain Training Something else Don’t know yet)


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{If Gapdo=something else} Gapdoo INTERVIEWER ENTER VERBATIM {If Gapyear=yes} Gapwhy Why would you like to take a gap year before starting higher education? INTERVIEWER: PROBE IF NECESSARY AND CODE ALL THAT APPLY (To take a break from study To become more independent/ gain experience To earn money To get work experience In order to apply for an HE course after I have got my exam results Friends / people at my school or college are doing the same Something else) {If Gapyear=something else} XGAPYwhy INTERVIEWER TYPE IN @FIRST@ OTHER REASON VERBATIM {If Gapyear=something else} XGapYN1 Are there any other answers? (Yes, No) {If XgapYN1 = yes} XGAPYwhy2 INTERVIEWER TYPE IN @SECOND@ OTHER REASON VERBATIM XgapYN2 Are there any other answers? (Yes, No) {If XgapYN2 = yes} XGAPYwhy3 INTERVIEWER TYPE IN @SECOND@ OTHER REASON VERBATIM


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{If more than one reason given for taking a gap year} GapwhyM What is the main reason why you would like to take a gap year before starting higher education? PROGRAMMER: ONLY SHOW CODES FOR THOSE ANSWERS GIVEN AT GAPWHY INTERVIEWER: CODE ONE ONLY (To take a break from study To become more independent/ gain experience To earn money To get work experience In order to apply for an HE course after I have got my exam results Friends / people at my school or college are doing the same Something else - display text from xgapwhy) {If respondent has not applied and does not intend to apply next year} {If HEapply2=no or don’t know} Nextyr What do you think you will be doing in 12 months time? (Unemp Out of work or unemployed GST Modern Apprenticeship, National Traineeship other than a Government supported training FTJob In a full-time job (30 or more hours a week) PTJob IN a part time job (if this is @main@ activity) Othqual Studying for a qualification other than a HE course Home Looking after the home or family Else Doing something else Dontknow Don’t know) {If Donknow, SOFT CHECK: Please can you tell me your best guess of what you think you’ll be doing} {If PTJob, SOFT CHECK: Will part-time work be your main activity? IF NOT, PROBE FOR MAIN ACTIVITY} {If doing something else} {If NextYr=else} Nextyro What do you think you will be doing? INTERVIEWER RECORD VERBATIM {If in a job} {If Nextyr= Ftjob or PTjob} JobTrn Are you (or will you be) looking specifically for a job which includes training? (Yes, No)


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{Start Block DECIS: DECISION-MAKING ABOUT HIGHER EDUCATION} {All } DECIS1 “The next few questions are about applying for Higher Education courses. I will use the word university to describe any institution where you can study for a Higher Education course.”: 1 continue {If respondent has applied or intends to apply next year} {If HEApply1=yes or HEapply2=yes} HEDec When did you @first@ decide that you wanted to go to university? Was this … READ OUT … (… in the last six months or so, earlier than that but since you got your GCSE results, or before you got your GCSE results?) Whycon Do you think that there might be any problems for you with taking a course in Higher Education? (Yes, No) {If any problems with taking a course in Higher Education} {WhyCon=Yes} AnyCon What problems might there be? (It is expensive/ you can get into debt You still have to depend on your parents for money You have to delay becoming financially independent Your friends start working and earning money while you are still studying There is no guarantee of a good job at the end The application process is difficult/ off-putting It is difficult to know what it will be like beforehand It can be hard to fit in/ settle in The workload can be hard My family wanted me to start working/ earning a living Teachers/ careers staff advised me not to Other) {If Anycon=other} Anycon1 INTERVIEWER TYPE IN FIRST OTHER REASON VERBATIM


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XAConM1 “Are there any other answers?” (yes, no) {If XAConM1= yes} Anycon2, “INTERVIEWER TYPE IN SECOND OTHER REASON VERBATIM” XAConM2 “Are there any other answers?” (yes, no) {If XAConM2=yes} Anycon3, “INTERVIEWER TYPE IN THIRD OTHER REASON VERBATIM” {If more than one problem is mentioned at AnyCon} {AnyCon is multi} AnyconM Which of these would you say is the biggest problem? (PROGRAM TO DISPLAY ONLY CODES MENTIONED AT ANYCON, XANYCON1,2,3) CODE ONE ONLY (It is expensive/ you can get into debt You still have to depend on your parents for money You have to delay becoming financially independent Your friends start working and earning money while you are still studying There is no guarantee of a good job at the end The application process is difficult/ off-putting It is difficult to know what it will be like beforehand It can be hard to fit in/ settle in The workload can be hard My family wanted me to start working/ earning a living Teachers/ careers staff advised me not to Other) {If respondent has applied or intends to apply next year} {If HEApply1=yes or HEapply2=yes} Consid Have you ever seriously considered not applying to go to university? (Yes, No)


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{If had ever seriously considered not applying to go to university} {Consid = Yes} OthAct5 If you hadn’t applied (didn’t apply) to go to university, what do you think you would have done (do) instead? CODE ONE OPTION. IF MORE THAN ONE MENTIONED ASK: Which of these would you have been most likely to do? (Be out of work/ unemployed Take a Modern Apprenticeship, National Traineeship or other government supported training Have a full-time job (over 30 hours a week) Have a part-time job (if this is @main@ activity) Take a full-time education course at a College of Further Education or other college Look after the home or family Do something else Don’t know) {If OthAct= doing something else} XOthAct INTERVIEWER ENTER VERBATIM Max text 120 characters {If respondent has applied or intends to apply next year} {If HEApply1=yes or HEapply2=yes} HesubJ What subject or course do you hope to study at university? INTERVIEWER ENTER VERBATIM Unicho “Which university or institution is or will be your first choice for Higher Education?”: INTERVIEWER ENTER CODE FOR THAT INSTITUTION Start typing the name of the University or Institution. Do not type @University@ or @College@ first. If the institution does not come up on the list, type @Other@ which will select code @997@ so that you can enter the name yourself. If the respondent really cannot give an answer type @DONTKNOW@ which will select the code 998. {If CODE= Other} HEINSTO Please type in the name of that University or Institution


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Whychos Why have you chosen to apply to {Heinst}? INTERVIEWER PROBE IF NECESSARY AND MULTICODE (It has a good academic reputation The course is the best available in my chosen subject I think I can get in there It offers a good social life It has good facilities Graduates from there have good employment prospects Other people in my family have been to that college/university I should be able to get part-time work in that area/ keep my job I like the city / town where it is located I would like to move to that area I want to stay in this area / it is not too far away To keep my living costs low To be with my friends/ partner Other) {If whychos=other} Whycho1 INTERVIEWER TYPE IN @FIRST@ REASON VERBATIM XwhyYN Are there any other reasons? (Yes, No) {If XwhyYN= Yes} Whycho2 INTERVIEWER TYPE IN @SECOND @ REASON VERBATIM XwhyYN2 Are there any other reasons? (Yes, No) {If XwhyYN2= Yes} Whycho3 INTERVIEWER TYPE IN @SECOND @ REASON VERBATIM


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{If more than one answer at Whychos or at Xwhycho/2/3} WhychoM Which of the reasons you have given is most important? PROGRAMMER: ONLY SHOW ANSWERS GIVEN AT WHYCHOS INTERVIEWER CODE ONE ANSWER. (It has a good academic reputation The course is the best available in my chosen subject I think I can get in there It offers a good social life It has good facilities Graduates from there have good employment prospects Other people in my family have been to that college/university I should be able to get part-time work in that area/ keep my job I like the city / town where it is located I would like to move to that area I want to stay in this area / it is not too far away To keep my living costs low To be with my friends/ partner Other - display text from Whychos/ Whychos2/ Whychos3) {If respondent has applied or intends to apply next year} {If HEApply1=yes or HEapply2=yes} WhyHE What were @your@ reasons for deciding to apply for a Higher Education course? INTERVIEWER PROBE WHERE NECESSARY AND MULTICODE (Will lead to a good / better job (than I would get otherwise) Will lead to a well paid job Gives you better opportunities in life Is essential for the career I want to go into Shows that you have certain skills People will respect me more To delay entering work/ give me time to decide on a career I wanted to carry on learning/ I am good at/ interested in my chosen subject The social life/ lifestyle / meeting new people / it’s fun Gives you more confidence Makes you independent/ maturity / personal development / learning to cope on own To leave home/ get away from the area Was expected of me by teachers/ careers staff Was expected of me by my family/friends Other) {If WhyHE = other} WhyHE01 What is this reason? INTERVIEWER TYPE IN @FIRST@ OTHER REASON VERBATIM


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WhyHE02 Are there any other answers? (Yes, No) {If WhyEYN= yes} WhyEoT2 What is this reason? INTERVIEWER TYPE IN @FIRST@ OTHER REASON VERBATIM WhyEYN2 Are there any other answers? (Yes, No) WhyEoT3 What is this reason? INTERVIEWER TYPE IN @FIRST@ OTHER REASON VERBATIM {If respondent gave more than one answer at WHYHE or at WhyEoT/2/3} WhyHEIm Which reason is most important? PROGRAMMER: ONLY SHOW ANSWERS GIVEN AT WHYHE INTERVIEWER PROBE IF NECESSARY AND CODE ONE ANSWER (Will lead to a good / better job (than I would get otherwise) Will lead to a well paid job Gives you better opportunities in life Is essential for the career I want to go into Shows that you have certain skills People will respect me more To delay entering work/ give me time to decide on a career I wanted to carry on learning/ I am good at/ interested in my chosen subject The social life/ lifestyle / meeting new people / it’s fun Gives you more confidence Makes you independent/ maturity / personal development / learning to cope on own To leave home/ get away from the area Was expected of me by teachers/ careers staff Was expected of me by my family/friends Other)


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Not planning to go into HE {All higher achievers not planning to apply this year or next year} {Level2 = 2 &Heapply2=no or don’t know} NoHEdec When did you first decide that you did not want to go to university? Was this … READ OUT … INTERVIEWER: IF AFTER GCSE RESULTS BUT IN THE LAST SIX MONTHS CODE AS “IN THE LAST SIX MONTHS” (… in the last six months or so, earlier than that but since you got your GCSE results, or before you got your GCSE results? (DO NOT READ OUT: I never thought that this was an option)) {Those not planning to apply to this year or next year but may apply in the future} {If Heapply3=YES AND ACTIV = FT EDUCATION OR PTENROL = YES} EvConHE Do you think you may apply for a higher education course when you finish your current course? (yes no don’t know) {Those with level two qualifications in Sweep 1, and currently studying for A levels or advanced GNVQs (level 3), and not planning to apply for an HE course this year or next year)} {Level2=yes, level3=yes & HEapply2=no or don’t know} HeConO What made you decide not to apply for a Higher Education course (this year or next year)? INTERVIEWER MULTICODE AND CODE ALL THAT APPLY (It is expensive/ you can get into debt I wanted to become financially independent I wanted to start earning money There is no guarantee of a good job at the end The application process is difficult/ off-putting I wasn’t sure what would be like/ I didn’t have enough information I was worried about fitting in/ settling in Didn’t think I would get in / didn’t get high enough grades The workload can be hard/ doubts about ability to finish course Teachers/ careers staff advised me to get a job Family encouraged me to start working All / most of my friends were looking for jobs Never thought of applying / no particular reason Other Not yet decided) {If HECOn=other}


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XHECon INTERVIEWER TYPE IN OTHER ANSWER Influences on the decision {ALL } IntroSp I am going to read out a list of people and would like you to tell me if you talked to them about whether or not you should apply to university. SpTeach (Did you ever talk to these people about whether or not to apply to university?) School or college teachers? INTERVIEWER: THIS QUESTION DOES NOT INCLUDE THE CAREERS SERVICE (Yes, No) SpAdvis (Did you ever talk to these people about whether or not to apply to university?) Careers Service advisers? INTERVIEWER: DO NOT INCLUDE CAREERS ADVISERS WHO ARE TEACHERS, THEY SHOULD BE INCLUDED IN THE PREVIOUS QUESTION (Yes, No) SpPars (Did you ever talk to these people about whether or not to apply to university?) Your parents? (Yes, No, Not applicable) SpSibs (Did you ever talk to these people about whether or not to apply to university?) Your older brothers or sisters? (Yes, No, Not applicable) SPRels (Did you ever talk to these people about whether or not to apply to university?) Other relatives? (Yes, No) SpMates (Did you ever talk to these people about whether or not to apply to university?) Your friends? (Yes, No)


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{If talked to anyone at SpTeach, SpAdvis, SpPars, SpSibs, SpRels, SpMates} Influ Did talking to any of these people help you to make up your mind about whether or not to apply to university? (Yes No)


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{If influ=yes & and more than one yes answer at SpTeach, SpAdvis, SpPars, SpSibs, SpRels, SpMates } Whoinf Which of these people had the most influence on your decision? PROGRAMMER: LIST ONLY THOSE FOR WHOM THERE IS A YES ANSWER AT SpTeach, SpAdvis, SpPars, SpSibs, SpRels, SpMates INTERVIEWER: CODE ONE ANSWER ONLY (School or college teachers Careers Service advisers Parents Older brothers or sisters Other relatives Friends) {If talked to anyone at SpTeach, SpAdvis, SpPars, SpSibs, SpRels, SpMates} HOWINF How much do you think you were influenced by other people when deciding if you should apply to university? Would you say you were influenced … READ OUT… (…a lot, a little, or not at all?) {Those currently studying for A levels or advanced GNVQs (level 3)} {Level2=yes and level3=yes} Doing How well would you say you are doing in your current course? Would you say that you are doing …READ OUT… (…very well quite well not very well or not at all well?) {Those not planning to apply for an HE course this year or next year)} {Level2=yes & Heapply1=no and HEapply2=no or don’t know} IntrLik Now I am going to read out a list of things which have influenced some people in deciding to apply to university. For each one, please could you tell me whether or not this might have made you more likely to apply to university. {Those not planning to apply for an HE course this year or next year and not code 1 at Doing (i.e. not ‘very well’} {Level2=yes & Heapply1=no and HEapply2=no or don’t know & doing=quite well, not very well, or not at all well} ExamLik Firstly, what if you were doing better with your current course(s)? Would this have made you more likely to apply to university or would it have made no difference? (Yes – more likely to have applied to university/college No – would have made no difference , Not sure)


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{Those not planning to apply for an HE course this year or next year)} {Level2=yes & Heapply1=no and HEapply2=no or don’t know} FundLik What if more funding was available to support you while at university? Would this have made you more likely to apply or would it have made no difference? (Yes – more likely to have applied to university/college No – would have made no difference Not sure) Famlik What if you had received more encouragement from your family to apply to university? Would this have made you more likely to apply or would it have made no difference? (Yes – more likely to have applied to university/college No – would have made no difference Not sure) Frenlik What if you had received more encouragement from your friends to apply to university? Would this have made you more likely to apply or would it have made no difference? (Yes – more likely to have applied to university/college No – would have made no difference Not sure) LocLik What if there was a suitable university nearer to your home than at present? Would this have made you more likely to apply or would it have made no difference? (Yes – more likely to have applied to university/college No – would have made no difference Not sure) FlexLik Would being able to do a university course part-time or in the evenings have made you more likely to apply or would it have made no difference? (Yes – more likely to have applied to university/college No – would have made no difference Not sure) JobLik What if you knew that going to university would lead to you getting a better job than you would be able to get otherwise? Would this have made you more likely to apply or would it have made no difference? (Yes – more likely to have apply to university/college No – would have made no difference Not sure)


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Background {If respondent has applied or intends to apply this year or next year} {If HEApply1=yes or HEapply2=yes or maybe} Whatinf Now a couple of questions about the likely costs of doing a Higher Education course. I will ask you firstly about student loans and course fees and then about hall fees and other living expenses. 1 - CONTINUE Loaninf Where have you got information from about student loans or course fees? (Teach Teachers or advisers at your school or college LEAfi LEA Financial Support booklet DfTel DfEE information line (telephone) DfWeb DfEE website DfLef DfEE leaflets UCAS UCAS SLCo Student Loans Company VisTo Visits to university / university open days VisFr Visits to your school or college by people from a university Banks Banks None No information obtained) Other Other {If Loaninf=other} XLoaninf INTERVIEWER ENTER VERBATIM {If respondent has applied or intends to apply this year or next year} {If HEApply1=yes or HEapply2=yes or maybe} Livexinf Where have you got information from about the other costs of being a student, I mean things like hall fees, rent for accommodation and living expenses? (Teach Teachers or advisers at your school or college LEAfi LEA Financial Support booklet DfTel DfEE information line (telephone) DfWeb DfEE website DfLef DfEE leaflets UCAS UCAS SLCo Student Loans Company VisTo Visits to university / university open days VisFr Visits to your school or college by people from a university Banks Banks Other Other None No information obtained)


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{If Livexinf=other} XLivexin INTERVIEWER ENTER VERBATIM {For each type of information mentioned at Loaninf except other} Leafis, Teachi, Dftel, Dfweb, Dflef, Ucas, Slco, visto, banks, inmuch Thinking about the information you got about student loans or course fees from {category mentioned at Loaninf}, how useful was it? Was it … READ OUT … (…very useful quite useful not very useful not at all useful?) {If respondent has applied or intends to apply this year or next year} {If HEApply1=yes or HEapply2=yes or maybe} InMuch Thinking about the information you have about the costs of doing a Higher Education course, would you say that you have …READ OUT … (… all the information you need, just about enough information, or too little information?) {If HEInfo = too little information} Whatinf “What things would you like to have know more about?”: ENTER VERBATIM {ALL} Hepar Did any of your parents get a degree at a university, polytechnic or other Higher Education college? (yes no Not Applicable) Hesib Have you any older brothers and sisters who have studied for a degree at a university, polytechnic or other Higher education college? (yes no (Not applicable – no older brothers or sisters)) Peers


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We would like to check how many of the people who are in the same year as you at school or college now are planning to go into Higher Education? Would you say that … READ OUT … (… all of them are, most of them are, about half of them are, a few of them are, or hardly any of them are?) Mates And how many of the people in the same year as you who you regard as your friends are planning to go into Higher Education? Would you say that … READ OUT … (… all of them are, most of them are, about half of them are, a few of them are, or hardly any of them are?)


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P2030 YCS:JOINT SURVEYS OF 19 AND 17 YEAR OLDS COHORT 9 CATI SURVEY – CORE QUESTIONS FIELD FINAL Note about document format This document lists questions for a BLAISE Computer Assisted Telephone Interviewing (CATI) questionnaire. Questions are identified by names consisting of up to eight characters (e.g. Year, JobTrn, HE202) which appear immediately above the question text. The eligibility or routing for questions is indicated in brackets immediately above the question name. In most cases this routing is expressed in two ways, on consecutive lines. Firstly, a written description is given (e.g. If in a job). Secondly, the routing is expressed in programming terms using the question names and answer code names (e.g. if Year = job). Where no eligibility rule is given, this is the same as for the last eligibility rule shown in the questionnaire. The questionnaire is divided into modules or ‘blocks’, for example ‘FUTURE INVOLVEMENT IN HIGHER EDUCATION’. {Start block INTRO} Wked "I am now going to read out some things young people have said about work and education. Please tell me whether you agree or disagree with each one?": 2 Continue Wked1 “'Since year 11 the courses, jobs or training I have done have generally worked out well for me?' (Do you agree or disagree ?)": (Agree Disagree Don't know) Wked2 “'I know how to find out about future work, education or training opportunities?' (Do you agree or disagree?) ": (Agree Disagree Don't know) Wked3 “I think that making plans for the future is a waste of time? (Do you agree or disagree?) ": (Agree Disagree Don't know)


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Wked4 “'I am optimistic about the future?' (Do you agree or disagree?) ": (Agree Disagree Don't know) Wked5 “'I get enough support in planning my future?' (Do you agree or disagree?) ": (Agree Disagree Don't know) Wked6 “'I want to do more training or education in the future?' (Do you agree or disagree?) ": (Agree Disagree Don't know) Wked7 “'I have got all the qualifications I need for the job or course I want to do?' (Do you agree or disagree?) ": (Agree Disagree Don't know)


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{Start Block PASTYEAR} {All} Activ "What is your @main@ activity at the moment. Are you in full time education, doing government supported training, in a full time job or doing something else? @ INTERVIEWER ‘PROMPT USING PRECODES IF NECESSARY’ (Out of work or unemployed Modern Apprenticeship, National Traineeship or other government supported training Full time job (30 or more hours per week) Part-time job (if this is @main@ activity) Full-time education at University, college or school Take a break from study/work Look after the home /family Other) [Codes above called “actcode”] {If Activ= doing something else} XActiv "Please tell us what you are doing": INTERVIEWER ENTER VERBATIM Max text 120 characters {All} OthAct "Besides your main activity are you doing any of the following?": 1 Continue {If Activ NOT = Looking after home/family} OthAct1 (Are you) looking after @your own@ children or family?": (Yes no) {All} OthAct2 (Are you) doing voluntary work?": (Yes no) OthAct3 "(Are you) developing your own skills, for example music, art or sport)?": (Yes no)


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{If Activ NOT = Part time job} OthAct4 "(Are you) working in one or more part-time jobs?": (Yes no) {All} OthAct6 "(Are you) looking for a job or an education or training place?": (Yes no) Past We would also like to know what you have been doing over the past months since January 2000. I will ask you about each month in turn. @INTERVIEWER: IF ANSWER IS SICK OR ON HOLIDAY CHECK IF TEMPORARY. @IF TEMPORARY PROBE FOR @USUAL@ ACTIVITY THAT MONTH. Press 1 and <Enter> to continue. Jan "First of all, what was your @main@ activity in January 2000? Were you in full time education, doing government supported training, in a full time job or doing something else?": INTERVIEWER: Prompt using precodes is necessary (Actcode) Feb "(What was your @main@ activity in) February 2000? Were you in full time education, doing government supported training, in a full time job or doing something else?": INTERVIEWER: Prompt using precodes is necessary (Actcode) Mar "(What was your @main@ activity in) March 2000? Were you in full time education, doing government supported training, in a full time job or doing something else?": INTERVIEWER: Prompt using precodes is necessary (Actcode) Apr "(What was your @main@ activity in) April 2000? Were you in full time education, doing government supported training, in a full time job or doing something else?": INTERVIEWER: Prompt using precodes is necessary (Actcode)


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May "(What was your @main@ activity in) May 2000? Were you in full time education, doing government supported training, in a full time job or doing something else?": INTERVIEWER: Prompt using precodes is necessary (Actcode) Jun "(What was your @main@ activity in) June 2000? Were you in full time education, doing government supported training, in a full time job or doing something else?": INTERVIEWER: Prompt using precodes is necessary @‘INTERVIEWER ‘IF RESPONDENT QUERIES SUMMER JOB E.T.C. ASK THEM WHAT THEY CONSIDER TO BE THEIR MAIN ACTIVITY. IF NECESSARY REPEAT QUESTION. DO NOT PROMPT.’ (Actcode) Jul "(What was your @main@ activity in) July 2000? Were you in full time education, doing government supported training, in a full time job or doing something else?": INTERVIEWER: Prompt using precodes is necessary @‘INTERVIEWER ‘IF RESPONDENT QUERIES SUMMER JOB E.T.C. ASK THEM WHAT THEY CONSIDER TO BE THEIR MAIN ACTIVITY. IF NECESSARY REPEAT QUESTION. DO NOT PROMPT.’ (Actcode) Aug "(What was your @main@ activity in) August 2000? Were you in full time education, doing government supported training, in a full time job or doing something else?" INTERVIEWER: Prompt using precodes is necessary @‘INTERVIEWER ‘IF RESPONDENT QUERIES SUMMER JOB E.T.C. ASK THEM WHAT THEY CONSIDER TO BE THEIR MAIN ACTIVITY. IF NECESSARY REPEAT QUESTION. DO NOT PROMPT.’ (Actcode) Sep "(What was your @main@ activity in) September 2000? Were you in full time education, doing government supported training, in a full time job or doing something else?": INTERVIEWER: Prompt using precodes is necessary @‘INTERVIEWER ‘IF RESPONDENT QUERIES SUMMER JOB E.T.C. ASK THEM WHAT THEY CONSIDER TO BE THEIR MAIN ACTIVITY. IF NECESSARY REPEAT QUESTION. DO NOT PROMPT.’ (Actcode)


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Oct "(What was your @main@ activity in) September 2000? Were you in full time education, doing government supported training, in a full time job or doing something else?": INTERVIEWER: Prompt using precodes is necessary (Actcode) Nov "(What was your @main@ activity in) September 2000? Were you in full time education, doing government supported training, in a full time job or doing something else?": INTERVIEWER: Prompt using precodes is necessary (Actcode) Block Quals9 {Gained Since January 2000} {ASK ALL} Gotvoc9 Since the @1st of January 2000@ have you obtained any vocational or professional qualifications including any units you have been awarded? Please do not include academic qualifications here. We cover these later? (Yes, No) {If Gotvoc9 = Yes} NVQ9 "Have you obtained any NVQs since @the beginning of January2000@?": (yes no) {If respondent obtained NVQ} {If NVQ9=yes} NVQNo9 "How many NVQs have you obtained since @the beginning of January 2000@?": ENTER NUMBER 1…5 {For each NVQ at NVQNo9} NVQlev9 "What is the level of this/the next NVQ. Is it…READ…": level 1 level 2 level 3 level 4 or something else? NVQS_1 "What is the subject of that NVQ?": INTERVIEWER: ENTER SUBJECT


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NVQG Did you study for a full award or certain units only? 1. Full Award 2. Certain Units Only


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{If Gotvoc9 = Yes} GNVQ9 "Have you obtained any GNVQs or Vocational A-levels since @the beginning of January2000@??": (yes no) {If respondent obtained GNVQ / Vocational A level} {If GNVQ9=yes} GNVQNo9 "How many GNVQs or vocational A levels have you obtained since the beginning of January 2000?": ENTER NUMBER 1…5 {For each GNVQ / Vocational A-level at GNVQNo9} GNVQlv9 'What is the level of the GNVQ. Is it…READ…": (foundation intermediate or an advanced/vocational A level?) GNVQS_9 What is the subject of {the first second e.t.c} GNVQ / Vocational A-Level? INTERVIEWER: ENTER SUBJECT {If GNVQlv9= Advanced or Vocational A level} GNVQAV Did you study for 3, 6 or 12 units? (3 6 12 units) {If GNVQlv =Foundation or Intermediate} GNVQG9 Did you study for a full award or certain units only? (Full Award Certain Units only)


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{If Gotvoc9 = Yes} BTEC9 "Have you obtained any BTEC or Edexcel qualifications since @the beginning of January2000@??": (yes no) {If respondent obtained BTEC or Edexcel} {If BTEC9=Yes} BTECNo9 "How many BTEC or Edexcel qualifications have you obtained since @the beginning of January 2000@?": ENTER NUMBER 1…5 {For each BTEC / Edexcel at BTECNo9} BTECLev "What is the level of that BTEC or Edexcel?. Is it a READ…": (…First certificate First diploma National certificate or diploma or Other BTEC or Edexcel? {For each BTEC / Edexcel at BTECNo9} BTEC_9 "What is the subject of that BTEC or Edexcel?": INTERVIEWER: ENTER SUBJECT {If Bteclevl = Other BTEC/Edexcell) {For each BTEC / Edexcel at BTECNo9} BTECNVQ "What is the NVQ level equivalent of that BTEC?": (1 2 3 4 Can't say)


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{If Gotvoc9 = Yes} CITY9 "Have you obtained any City and Guilds qualifications since @the beginning of January2000@?": (yes no) {If respondent obtained City and Guilds} {If CITY9=yes} CITYNo9 "How many City and Guilds qualifications have you obtained since @the beginning of January 2000@?": ENTER NUMBER 1…5 {For each City and Guilds at CITY9} CityLev "What is the level of that City and Guilds?. Is it a READ OUT…": (…Part 1 part 2 or Craft or Intermediate Part 3 or Final or Advanced craft or Another level of City and Guilds)? City_9 "What is the subject of that City and Guilds?": INTERVIEWER: ENTER SUBJECT {If CITYLev = Another level of City and Guilds} CITYNVQ "What is the NVQ level equivalent of that City and Guilds?": (1 2 3 4 Can't say)


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{If Gotvoc9 = Yes} RSA9 "Have you obtained any RSA or OCR qualifications since @the beginning of January2000@?": (yes no) {If respondent obtained RSA} {If RSA9=yes} RSANo9 "How many RSA or OCR have you obtained since @the beginning of January 2000@?": ENTER NUMBER 1…5 {For each RSA at RSA9} RSALev "What is the level of this/the next RSA?. Is it a READ OUT…": (…a certificate, a first diploma an advanced diploma a different RSA)? RSA_9 "What is the subject of that RSA or OCR?": INTERVIEWER: ENTER SUBJECT {If RSA Lev= a different RSA} RSANVQ "What is the NVQ level equivalent of that RSA or OCR qualification?": (1 2 3 4 Not sure)


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{If Gotvoc9 = Yes} Oth9 "Have you obtained any other @vocational@ qualifications since @the beginning of January2000@?": (yes no) {If respondent obtained other vocational qualifications} {If Oth9=yes} OthNo9 "How many other qualifications have you obtained since @the beginning of January 2000@?": ENTER NUMBER 1…5 {For each qualification at OthNo9} OthType "What type of qualification is this? By type of qualification I mean things like BTECs or NVQs rather than the subject?" INTERVIEWER ENTER TYPE Maximum characters 60 Oth_9 "What is the subject of that (^OthTyp)?": INTERVIEWER: ENTER SUBJECT OTHNVQ "What is the NVQ level equivalent of that (^OthTyp)?":?": (1 2 3 4 Can't say Not applicable)


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{ASK ALL) AcJan I would like to ask you about any academic qualifications you might have obtained. Since the @1st of January 2000@ have you obtained any READ OUT… INTERVIEWER: MULTICODE IF NECESSARY (…A-Levels, A/S levels, GCSEs or other academic qualifications? or none of these) {If Acjan = A-Levels} ACLEV9 How many A-Levels have you obtained since @1st of January 2000@? ENTER NUMBER 1-6 {For each A-Level at ACLEV9} ACSUB What is the subject of the (first /second/ third e.t.c.) A-Level? INTERVIEWER ENTER SUBJECT {For each A-Level at ACLEV9} ACAGD What grade did you get in your (^ACSUB)? (A B C D E) {If Acjan = AS Levels} ACSLEV9 How many A/S Level qualifications have you obtained since @1st of January 2000@? ENTER NUMBER 1-6 {For each AS-Level at ACSLEV9} ACSSUB What is the subject of the (first /second/ third e.t.c.) A/ S Level qualification? INTERVIEWER ENTER SUBJECT ACSGR What grade did you get in your (^ACSSub) A/S Level? (A B C D E)


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{If Acjan = GCSEs} GCSN9 How many GCSEs have you obtained since @1st of January 2000@? ENTER NUMBER 1-6 {For each GCSE at GCSN9} GCESUB What is the subject of the (first /second/ third e.t.c.) GCSE? INTERVIEWER ENTER SUBJECT GCEGR What grade did you get for in your (^GCESUB)? (A B C D E F G) {If Acjan = Other academic} OthAV9 How many other academic qualifications have you obtained since @1st of January 2000@? ENTER NUMBER 1-10 {For each other academic qualification at othAV9} OthAtyp What type of qualification is this? By type I mean GCSE or NVQ rather than the actual subject? @INTERVIEWER ENTER QUALIFICATION TYPE 1-60 characters {For each other academic qualification at othAV9} OthASub What subject is this qualification in? @INTERVIEWER ENTER QUALIFICATION SUBJECT {For each other qualification at othAV9} OthPass Did you pass this qualification ? (Yes, No)


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Block Fteduc {Full Time Education} {All} FT9 Can I just check, at present are you studying @full-time@ for any qualifications, either vocational or academic? @INTERVIEWER: Full-time includes sandwich courses (Yes, No) {If FT9 = Yes} Fsand9 Is this a Sandwich Course? (Yes, No) Swher9 Where are you studying? @INTERVIEWER If on sandwhich course enter current location University Higher Education College College of Further Education / Tertiary college Independent / other college School Sixth form college Private training centre Training run by your employer / training provider Your place of work Somewhere else {If Swher9 = somewhere else} Where are you studying? INTERVIEWER ENTER STUDY LOCATION Text 1-60 {If FT9=yes} Maint9 Do you receive a maintenance grant or regular money from your university, college or Local Education Authority. Please include money such as a scholarship or bursary, access funds or help with travel costs? INTERVIEWER DO @NOT@ INCLUDE LOANS FROM THE STUDENT LOANS COMPANY If yes: Does this cover tuition fees only or things other than tuition fees Yes - covers tuition fees only Yes - covers things other than tuition fees (may include tuition fees) No


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STARTCRS When did you start this course or courses? 1 continue ST_Mth "INTERVIEWER ENTER MONTH": January =1, February =2, March =3 e.t.c. 1-12 St_Yr "INTERVIEWER ENTER YEAR": 1998-2001 END_Mth "When do you expect to finish this course or courses? @INTERVIEWER PROBE FOR BEST ESTIMATE "INTERVIEWER ENTER MONTH": January =1, February =2, March =3 e.t.c. IF STILL DON’T KNOW PRESS <CTRL> AND K 1-12 END_Yr "INTERVIEWER ENTER YEAR": 2000-2005 Block Fteduc {Part Time Education} {ASK ALL} Pted9 "Can I just check are you @enrolled@ on a part time education course?” (Yes, No) {If Pted9=Yes} Pted91 Is this course part of a full time job or training course? (Yes, No) {If Pted91=No} Pted92 Are you taking this course for leisure purposes only?” (Yes, No)


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{If Pted92=No} Wherpt9 Were are you @mainly@ taking your present part-time course? INTERVIEWER: If taking more than one part-time course ask for details of main course (College of further education/tertiary college private College Private Training college Home Training centre run by your employer Work Somewhere else) Qualnow9 (Qualifications being studies for now) {ASK ALL} Qauint I would now like to ask about any qualifications you are currently studying for? Press 1 and <Enter> to continue NVQstud Can I just check, are you currently studying for any NVQ's (National Vocational Qualification)? (Yes, No) {If NVQStud=yes} NVQno How many NVQ's are you studying for? INTERVIEWER ENTER NUMBER BETWEEN 1-10 {For each NVQ at NVQno} SNVQS What is the @main@ subject you are studying for your first NVQ? INTERVIEWER: ENTER NAME OF SUBJECT Text 1-60 characters sNVQlv What is the level of the (first / second e.t.c.) NVQ you are studying for? (1 2 3 Not sure)


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NunitS Are you studying for a full award or certain units only? (Full award Certain units only) {ASK ALL} GVQstud Can I just check, are you currently studying for any GNVQ's or Vocational A-Levels? (Yes, No) {If GVQStud=yes} GVQno How many GNVQ's or vocational A-Level's are you studying for? INTERVIEWER ENTER NUMBER BETWEEN 1-10 {For each GNVQ / Vocational A-Level at GVQno} SGNVQS What is the subject of the (first, second e.t.c). GNVQ / Vocational A-Level you are studying for? {For each GNVQ / Vocational A-Level at GVQno} GNVQlev What is the level of the (first) GNVQ / Vacatioanl A-Level you art studying for. Is it a…READ… (…foundation GNVQ an intermediate GNVQ or a vocational A-level or advanced GNVQ?) {For each GNVQ where GNVQLEV = foundation or intermediate} Qunits Are you studying for a full award or certain units only? (Full award Certain units only) {For each GNVQ where GNVQLEV =Vocational / advanced} VAunits How many units are you studying for? (3 Units 6 units 12 units) {ASK ALL} BTECS "Can I just check, at present are you studying for any BTEC or Edexcel qualifications?" @INTERVIEWER NVQ's should not be included here (yes, no)


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{If studying for any BTECs} {If BTECS=yes} BTECSNo "How many BTECs or Edexcels are you studying for?": 1…10 {For each BTEC at BTECSno} SBTEC What is the level of the {First, second e.t.c.} BTEC or Edexcel you are studying for. Is it a….READ OUT…": (First Certificate First Diploma National Certificate/ Diploma or other BTEC/Edexcel) {For each BTEC at BTECSno} SBTECS1 "What subject are you studying for?": INTERVIEWER ENTER NAME OF SUBJECT Maximum text 120 characters {For each BTEC at BTECSno where SBTEC=4, Other BTEC or Edexcel} NVBTEC "What is the NVQ level equivalent of the BTEC you are studying for?": (1 2 3 4 Not sure) {All} Guilds "Can I just check, at present are you studying for any City and Guilds qualifications?": @INTERVIEWER do not include NVQs here – These should have been entered earlier (yes no) {If studying for any C&Gs} {If Guilds=yes} GuildN "How many City and Guilds are you studying for?": 1…10


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{For each C&G at GuildN} SCGlv "What is the level of the {first, second e.t.c.} City and Guilds you are studying for. Is it a….READ…": Part 1 a Part 2, craft or intermediate, a Part 3 or final oradvanced or another type of City and Guilds?) {For each C&G at GuildN} SCGS1 What subject are you studying for? INTERVIEWER ENTER NAME OF SUBJECT Maximum text 120 characters {For each C&G at GuildN} {If SCGLv = Another type of city and guilds} NVCG1 "What is the NVQ level equivalent of the City and Guilds you are studying for?": (1 2 3 4 Not sure) {All} RSAstud "Can I just check, at present are you studying for any RSA or OCR qualifications?" (yes no) {If studying for any RSAs} {If SRSA=yes} SRSANo "How many RSA or OCR qualifications are you studying for?": 1…10 {For each RSA at SRSAno} RSAlv "What is the level of (this/the next) RSA or OCR qualification you are studying for.

Is it a….READ OUT…": (Certificate First Diploma Advanced Diploma, or another type of RSA or OCR?)


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SRSAS "What subject are you studying for?": INTERVIEWER ENTER NAME OF SUBJECT Maximum text 120 characters {If RSAlv = Another type of RSA/OCR} NVRSA "What is the NVQ level equivalent of the RSA or OCR qualification you are studying for?": (1 2 3 4 Not sure) {All} Othstud "Can I just check, at present are you studying for any other vocational qualifications?" @INTERVIEWER Do not include GCSE's. Degrees or A-Levels e.t.c. here (yes no) {If studying for any other vocational qualifications} {If Othstud =yes} OthNo "How many other qualifications are you studying for?": 1…10 {For each Other Qual at Othno} Othtyp "What type of qualification is this? By a type of qualifications I mean things like BTEC's or NVQs rather than the subject? INTERVIEWER enter type of qualification MAXIMUM TEXT 60 SRSAS "What is the subject of that (^Othtyp)?": INTERVIEWER ENTER NAME OF SUBJECT Maximum text 60 characters {For each RSA at SRSAno} Othnvq "What is the NVQ level equivalent of this qualification?": (1 2 3 4 Not sure)


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{ASK ALL} Degstud I am now going to ask you about academic qualifications. Can I just check, are you currently studying for a degree? (Yes, No) {If Degstud = Yes} Oqultsub What is the @main@ subject of this degree? INTERVIEWER ENTER SUBJECT {If Degstud = Yes} Degoth Are you studying for any other qualifications? (Yes, no) {If Degoth=Yes} Degoth1 How many other academic qualifications are you studying for? INTERVIEWER ENTER NUMBER 1-6 Dgotyp Please tell me what type of qualification this is. By type I mean degree or GCSE not the subject? INTERVIEWER ENTER TYPE OF QUALIFICATION Dgosub Please tell me the subject of your (^Dgotyp) qualification? Oqultsub What is the @main@ subject of this qualification? INTERVIEWER ENTER SUBJECT 1-60 characters {If Degstud= No } Alevstud Can I just check, are you currently studying for any A-Levels? (Yes, No) {If Alevstud= yes} Alevqsn How many A-Levels are you studying for? ENTER NUMBER 1-6


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{For each A-Level at Alevqsn} AlevS What is the subject of your (first/second/third etc) A-Level? INTERVIEWER ENTER SUBJECT 1-60 characters {ASK ALL} ASevstud Are you currently studying for any AS Level Qualifications? (Yes, No) {If ASevstud= yes} ASevqsn How many AS Levels are you studying for? ENTER NUMBER 1-6 {For each AS Level at ASevqsn} ASevsub What is the subject of the (first second e.t.c) A/S Qualification? INTERVIEWER ENTER SUBJECT 1-60 characters {If Degstud=No } GCstud Can I just check, are you currently studying for any GCSEs? (Yes, No) {If GCstud= yes} GCevqsn How many GCSEs are you studying for? ENTER NUMBER 1-6 {For each GCSEat GCevqsn} GCvsub What is the subject of the (first) GCSE? INTERVIEWER ENTER SUBJECT 1-60 characters {If DegStud=No} Extaca Are you studying for any other academic qualifcations? (Yes, no) {If Extaca =Yes} Noext How many other academic qualifications are you studying for? INTERVIEWER ENTER NUMBER 1-6


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{For each other qualification at Noext} ExtTyp Please tell me what type of qualification this/the next qualification is. By type I mean degree or GCSE not the subject? INTERVIEWER ENTER TYPE OF QUALIFICATION ExtSub Please tell me the subject of your (^ExtTyp) qualification? {Start Block JOBS: JOBS AND TRAINING} {If Activ = full-time job. Part-time job, or youth training OR Otheract4=yes} {If respondent currently in FT or PT job or training} {If jobGST=yes} JGSTEX "Please answer the following questions about your current job or training. If you have more than one, answer about the one with the most hours": 1. Continue JTJan00 "Did you start this job or training before or since 1st January 2000?": INTERVIEWER: On 1st Jan should count as ‘since’ (Before January 2000 Since 1st January 2000) {If respondent started job or training since 1st January 2000} JTSTmth "In what month this year did you start this job or training?": @INTERVIEWER ENTER MONTH 1-12 JSTyr INTERVIEWER ENTER YEAR STARTED JOB @ASK OR CODE AS NECESSARY@ JDESC1 "What is the name of your job or work you are being trained to do?": @INTERVIEWER ENTER VERBATIM @PROBE FULLY Maximum 240 characters


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JDESC2 "What work do you mainly do there?" @INTERVIEWER ENTER VERBATIM @PROBE FULLY Maximum 240 characters JSTAFF "Including yourself, about how many people work at the same place as you?": (1-9 10-24 25-49 50-99 100 or more) Jtype "What does the firm or organisation, where you work or receive your training, make or do. If you are self-employed, please tell us what @you@ make or do?": @INTERVIEWER WRITE IN VERBATIM @PROBE FULLY Maximum 240 characters {If activ=FT Job, PT Job or Training} JEmp "Are you an employee or are you self-employed?": (Employee [include employers with employees who are not self employed} Self-employed) {If Jemp=Employee} JempEmp Are you an employer with employees? (Yes, No) {If self employed} {JEmp = Self-employed} JSEmp "Do you have any employees?": (Yes – have employees No – no employees) {If Jemp=Employee} JMan "Are you a manager, a supervisor or neither of these?": (Manager Supervisor Neither of these)


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JPERM "Have you been taken on permanently, or is the job temporary?": (Permanent Temporary Not sure) Apprent1 "Please tell me whether this job or training is any of the following? Is it…READ…": (a Modern Apprenticeship a National Traineeship work-based training through the New Deal, other government supported training Or none of these?) {If Apprent1 = Other} Apprent2 "Please give details about this government supported training": INTERVIEWER ENTER VERBATIM Max 120 characters {If currently in FT or PT job or training} {If Activ = FT Job, Part Time Job or training} Timeoff "Some young people have a legal right to paid time off work to study or train for qualifications. Do you think you have this right?": (Yes No Not sure) {If timeoff=yes} TOADV "Have you taken advantage of this yet?": (yes no) {If Toadv=no} TOplan "Do you plan to take advantage of this in the next year?": (yes no)


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{If Toplan=no} TOnot "Why do you not plan to take advantage of this paid time off work to study or train? Is it because…READ…" (it probably does not apply to me it might apply but I don’t want to study any more, i want to but my employer is not keen that I do? Or for some other reason Don’t know) {Start Block: TRAINING: ON-THE-JOB AND OFF-THE-JOB TRAINING} {If Jemp=Employee} Onjobt4 "Have you received any on-the-job training that is training in the course of your usual work in the last four weeks?": (yes no) {If Activ= full time job, part time job, training or Othact4=yes} Offjobt4 "Have you received any off-the-job training that is training away from your usual place of work in the last four weeks?": {If Jemp= Self employed}

Have you attended any short training courses to do with your job in the last four

weeks?”

(yes no) {Start Block WORK: WORK AND LOOKING FOR WORK} {All} {Paidwk} "Did you do any @paid@ work last week, that is, in the last 7 days?": (Yes No) {If respondent did no paid work in last week} {If paidwk=no} anywk "Was this because you have a job but were away from it last week?": (yes no)


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{If paidwk=yes OR Anywk=Yes} whtwork "Was this work full-time, part-time or an occasional job?": INTERVIEWER MULTI-CODE IF NECESSARY (full-time work (over 30 hours per week) part-time work occasional job) {If Anywk=No} unpaid "Did you do any unpaid work last week, for any business that you or a relative own?" (yes no) jobwait "Are you currently waiting to start a job that you have already obtained?" (yes no) joblook "Have you been looking for a job or training place in the last 4 weeks?": (yes no) {If looking for a job or training place} {If joblook=yes} Joboff "If a job or training place had been offered to you this week, would you have been able to start within 2 weeks?": (yes no) {If not looking for a job or training place} {If joblook=no OR Joboff=No} whynot "What is the @main@ reason why not? (I am waiting for the results of an application for a job or being assessed by a training agent I am a full-time student I am taking a break from study/work I am pregnant/ looking after the home/children/family I am temporarily sick or injured I am long term sick or disabled I believe there are no jobs available Other reason)


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{If whynot=other reason} Xwhynot "What is that reason?" @INTERVIEWER RECORD VERBATIM Maximum 120 characters {If respondent not in employment, education or training} {If activ = taking a break, out of work, looking after home, something else AND Othact4 NOT=Yes} NoETE "I am now going to read out a number of reasons people have given for not being in education, employment or training. For each of these please say whether they apply to you?” 1 Continue NoETE1 “I am currently having a break from study": "(Does this apply to you?) (Applies Does not apply) NoETE2 “I need more qualifications and skills to get a job, education or training place": "(Does this apply to you?) (Applies Does not apply) NoETE3 “I am currently looking after the home or children": "(Does this apply to you?) (Applies Does not apply) NoETE4 “I am currently looking after other family members such as a parent or other relative" "(Does this apply to you?): (Applies Does not apply) NoETE5 “I have poor health or a disability": "(Does this apply to you?) (Applies Does not apply) NoETE6 “I have housing problems": "(Does this apply to you?) (Applies Does not apply)


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NoETE7 “I have family problems": "(Does this apply to you?) (Applies Does not apply) NoETE8 “I would find it difficult to travel to work or college because of poor transport where I live": "(Does this apply to you?) (Applies Does not apply) NoETE9 “I would be worse off financially in work or on a course (Does this apply to you?)": (Applies Does not apply) NoETE10 “There are no decent jobs or courses available where I live": "(Does this apply to you?) (Applies Does not apply) NoETE11 “I have not yet decided what sort of job or course I want to do": "(Does this apply to you?) (Applies Does not apply) NOTETE11a “I have not found a suitable job or course.” (Does this apply to you?) (Applies Does not apply) NoETE12 “I have other reasons why I am not in education, employment or training":"(Does this apply to you?) (Applies Does not apply) {If NoETE12 = Applies} "Please tell me this / these other reason(s) are?": INTERVIEWER ENTER VERBATIM Max Characters 120


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{All} Benefit "Do you get any regular benefits, such as Income Support, Disability or incapacity benefits, or any other regular benefits? Please do not include Child Benefit": {Yes No) [Start Block HHOLD: YOU AND YOUR HOUSEHOLD} {All} Intro1 "It would be very helpful to know a little more about you and your household": 1 Continue LIVE " I am now going to ask you about the people you live with such as your natural parents, step parents, other relatives or friends"

LIVE1 "(Do you live with) your natural father?": (yes no) (If Live1 = No) LIVE1a "(Do you live with) your stepfather?": (yes no) LIVE2 "(Do you live with) your natural mother?": (yes no) {If Live2 = No} LIVE2a "(Do you live with) your stepmother?": (yes no) LIVE3 "(Do you live with) any of your own children?": (yes no)


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LIVE4 "(Do you live with) a husband wife or partner?": (yes no) LIVE4a "(Do you live with) any brothers or sisters?": (yes no) LIVE6 "Do you live with any other relatives?": (yes no) LIVE7 "Do you live with any friends?": (yes no) LIVE8 "(Do you live with) anyone else?": (yes no) {If Live7 = Yes} LiveO "Who else do you live with?": INTERVIEWER ENTER VERBATIM Max 120 characters Disab Do you have a disability or health problem which you expect will last for more than a year, and which affects your ability to carry out normal day to day activities? (Yes, No) ELSE "Is there anything you would like to tell us about what you have done in the period since 1st January 2000?": (yes no)


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{If else=yes} WHATELSE "What is that?": THK “I would like to thank you for your time and remind you that everything you say will be treated in the strictest confidence. Goodbye!”


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P2030 November 2000

PATHWAYS 2000 (YOUTH COHORT STUDY)

CATI INSTRUCTIONS Brentwood Telephone Unit Background 'Pathways' is the name by which respondents know the England and Wales Youth Cohort Study (YCS). It involves large samples (usually 20 thousand or more) being surveyed two or three times ( at annual intervals) usually by means of a postal questionnaire. The survey, being carried out on behalf of the Department for Education and Employment (DfEE) has been a major source of information for those who make policies for young people and has monitored changes in young people's pathways through education, work and training in the years following the end of compulsory education. This time NatCen is running 2 cohort surveys at the same time so this project includes both 17 and 19 year olds. Some respondents are being interviewed by telephone for this survey. The Sample There are two samples for this project, each of which has a separate slot in the CATI menu. You may work on one or both of these samples and will be advised of this by your supervisor. 1. Cohort 10 - This sample is made up of those aged 17. They have completed one postal questionnaire previously in Spring of this year. 2. Cohort 9 - This sample is made up of those aged 19. They have completed three postal questionnaires previously, the most recent in Spring of this year. Each cohort receives a slightly different questionnaire. Each cohort member has been sent an advanced letter. Note that it is double sided with information from the DfEE as well as NatCen . We have provided you with a copy of this. Please be aware that some respondents have been sent a £5 WHSmith voucher to encourage them to take part in the survey (and have therefore received a slightly different letter). You should not mention the incentive payment directly when making contact but the respondent may mention it to you. A variable on the dialup screen (Incentive) will say 'Yes or No' and lets you know if the respondent was sent a £5 voucher.


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Making Contact Be Positive Be as positive as you can about the survey and its importance. The following phrase can prove useful: 'Those who make policies need to know the views and experiences of those who are affected by them. The pathways studies provide a link between young people and those who create policy on their behalf'. If possible put this phrase into your own words so that it sounds more natural. In the pilot interviewers reported that the survey was well received and that most young people wanted to take part. Advanced Letter Each cohort member has been sent an advanced letter. Stressing the cohort members’ previous participation, when they filled in a postal questionnaire earlier this year, was found to be very helpful in the pilot. If they can't remember that they didn't take part it doesn't matter - they can still help us out with this survey. The questionnaire they filled in last time was sent to the market research company RSGB who carried out that survey on behalf of the DfEE. When To Call Evenings and weekends are the best time to make initial contact, though appointments can often be scheduled during the day. Parents Very often you will need to arrange contact and appointments through parents. Get them on your side as early as possible by explaining the importance of the study and explain that the young person took part in the survey earlier in the year (when they filled in a postal questionnaire and sent it back to us. For cohort 9 stress that they have already taken part in the study 3 times). Stable Address Remember that in some cases you have a 'stable address' - that is an address given by respondents when they filled in the postal questionnaire so that we can get in touch with them if they move. This is displayed at the bottom of the 'dial up' screen. This should only be used if the young person cannot be contacted at the first telephone number you have for them. However, these numbers are an important source of information and were found to be accurate in many cases in the pilot. Mobile Phones


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In some cases we only have a mobile phone number for the young person. If possible try and arrange to phone them when they are on a land line - trying to interview them in the shops or on a train is less than ideal. If you have any particular difficulties speak to your supervisor who can advise you on the best strategies for getting a completed interview. Interview Length The interview takes between 15 and 25 minutes with an average of around 20 minutes. Outcome Codes The outcome codes for this survey are as follows: 51 Full Productive Interview 52 Partially completed (productive - once question 'disab' has been answered) 53 Partially completed (unproductive) 54 Panel member not known at phone number: 55 Refused during survey introduction 56 Personal refusal by panel member 57 Proxy refusal on behalf of panel member 58 Panel member is ill at home 59 Panel member is away or in hospital for the duration of the fieldwork period 60 Panel member is physically or mentally unable to take part 61 Panel member cannot speak adequate English 62 Panel member cannot take part for some other reason 63 Panel member moved new contact details unavailable 64 Panel member died 65 Panel member emigrated/permanently out of the country 66 Office Refusal (DfEE) 67 Office refusal (NatCen) 68 Disconnected or Unobtainable / Out of service 69 No contact after a minimum of 8 calls, at different times of day and on different days of the week 70 Panel member moved, new contact details refused 71 Cohort member moved - try postal


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The Questionnaires - An Overview Cohort 10 Respondents in Cohort 10 get the core section and then either options and choices or Higher Education. Core Questions - Collects key information about what cohort members have done since they were last interviewed. This covers the period since January 2000. It includes education and employment histories, collects a small amount of attitudinal data and collects information about the household. Options and Choices - Collects information about what cohort members expect to be doing in the future and looks at their strategies for attaining this. It also looks at obstacles to participation in education and attitudes towards education and employment in general. This section is asked to those who had not achieved level 2 qualifications by the time of the last interview (Less than 5 GCSEs at A*-C or less than NVQ Level 2 (or equivalent). Higher Education - This section looks at whether respondents aspire to attend Higher Education. If so it looks at when they are likely to apply and how they came to this decision. If they don't want to apply it looks at why not and what they intend to do instead. This section is asked to those who had achieved level 2 qualifications by the time of last interview (At least 5 GCSEs at A*-C or at least NVQ Level 2 (or equivalent). Cohort 9 All respondents in cohort 9 get the core questions and then options and choices. Core Questions - Collects key information about what cohort members have done since they were last interviewed. This covers the period since January 2000. It includes education and employment histories, collects a small amount of attitudinal data and collects information about the household. The core is similar but NOT identical to the core for Cohort 10. Options and Choices - Collects information about what cohort members would like to do in the future and about their strategies for attaining this. It also looks at obstacles to participation in education and attitudes towards education and employment in general. This section is asked to those who had not achieved level 3 qualifications by the time of the last interview (Less than 2 A-Levels or GNVQ Level 3 (or equivalent). This section is similar but NOT identical to the options and choices survey for Cohort 10.


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Notes on core module(s) Outline This section collects information about educational and employment developments since January 2000. In addition we ask demographic questions. You will notice that most of the differences between the two cohorts are in this section especially when we are asking about qualifications. The order is: Current Economic Activity Qualifications Gained Since January 2000 Full Time Education Part Time Education Qualifications being studied for now Jobs and training Attitude questions for those not in education, employment or training Household Questionnaire Specific Questions (Cohort 10 variable name given first where different) Variable / Qualification

Notes

Jan-Nov First of all, what was your @main@ activity in January 2000? Were you in full time education, doing government supported training, in a full time job or doing something else? In each case you are asked to record the young persons MAIN economic activity. If someone would normally have been working but takes a holiday for a few weeks they should still be coded as working. A similar rule should be applied if someone was ill and off work / school or college for a short period. If on the other hand someone went travelling for 6 months they should be coded as 'taking a break from study / work'.

RSA / RSA9 Have you obtained any RSA or OCR qualifications since the beginning of January2000? Note that RSA's are being replaced by the new OCR qualification. OCR stands for Oxford, Cambridge and RSA Limited.

A/S Level / A-Level

How many A/S Levels have you obtained since 1st of January 2000? - As you may be aware young people are now typically studying 4 A/S Level qualifications and then typically study 3 A-Levels in the following year. Unless a respondent is certain that they will study a qualification at A-Level it should be recorded as A/S level.

Maint / Maint9 Do you receive a maintenance grant or regular money from your university / school, college or Local Education Authority. Please include money such as a scholarship or bursary, access funds or help with travel costs? -Note that this question does not include student loans.


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Notes on Options and Choices Module Outline This section collects information about what cohort members think they will be doing in the future and asks about their strategies for attaining this. It also looks at obstacles to participation in education and attitudes towards education and employment in general. • All Respondents start with some questions about what they think they will be doing in a year’s time and then in four years’ time (when they are 21 or 23). • Those who think they will be in employment in four years' time This group are asked if there are qualifications or types of experience they plan to do to enable them to do the type of job they expect to do in the future. • Those who think they will e in education in four years' time This group is asked if there are qualifications they want to do between now and the qualification or course they expect to be doing in the future. • All those not in education and training Are asked a battery of questions focusing on concerns people have which may prevent them from going into full-time education. They are asked if these apply to them. • All those currently in work Are asked if their current job offers opportunities they would like to take on in the future and if their current job has opportunities to enable them to train within their company for other positions. • Those not in education, training or employment who say there are no jobs or courses

available to them in their local area. Are asked a battery of questions about jobs and training that are available in their local area. • Everyone Is asked a battery of questions about where they might go for advice about education, employment or training. They are then asked a section about whether they have had help from their parents in a number of different ways e.g. financial.


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Specific Questions Variable Notes Futur2 / Futur4

Earlier you told me that your main activity is (Textfill)? What do you think your main activity will be in 12 months time / when you’re 21/23? (Do you think you will be in full-time education, doing government supported training, in a full-time job or doing something else?') This question asks about what people think they will be doing in the future. If they say don't know a soft check is triggered asking you to probe this further. Please try and give an answer to this question wherever possible.

Workg The note below gives guidance on effective coding at this question. You've told me that when you are 21 you expect to be in full or part time work. What kind of work do you think you might be doing? Management - include general managers, production managers, specialist managers, transport managers, managers in farming e.t.c, managers and administrators. Clerical / secretarial - include administrative and clerical officers, numerical clerks and cashiers filing / records clerks, stores and despatch clerks, secretaries, personal assistants, typists, word processing operators. Craft - Construction trades, metal machining, fitting and instrument trades, electronic trades, vehicle trades, textiles, printing and related trades, woodworking trades, food preparation, other craft and related occupations. Personal and protective service occupations - Armed forces, security staff, catering occupations, travel attendants and related occupations, hairdressers e.t.c. domestic staff and personal / protective occupations. Sales Occupations - buyers, brokers, related agents, sales assistants, door to door sales people, Plant and machine operatives - Food, drink, and tobacco process operatives, textiles and tannery process operatives, assembly line workers, metal working process operatives, road transport operatives, other transport and machinery operatives, plant and machine operatives. Other - All others not above.

Workad / Educad

Who would you talk to if you wanted some advice about looking for a new job or training place? There is a probe here to use if the respondent replies 'careers advisor'. If this person was not a teacher from their school / college code as a 'Careers Advisor'. If the teacher was from their school / college code as 'Teacher from a school or college.'


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Notes on Higher Education module Outline of the module This module is for those who had achieved at least level 2 qualifications (5 or GCSEs grade C or above) when they were last interviewed. This section asks about their plans to apply to Higher Education (HE). Some will be planning to apply this year or next year, others may plan to apply in the future and others may have no plans at all. Some questions will be asked to all respondents, while others will depend on whether or not they plan to apply. • All

Respondents start with some questions about their HE application plans Those who plan to apply this year or next year

• Some questions about their plans to take a Gap year • Some questions about their decision to apply to HE (when they decided, any

problems, their choice of subject and institution, reasons for applying) • Influences on their decision to apply • Awareness of the costs of HE and student loans and fees • Other people in their family’s/ peers’ experience of or plans for HE

Those who do not plan to apply this year or next year

• What they plan to be doing in 12 month time • Some questions about their decision not to apply to HE (when they decided,

reasons for not applying) • Influences on their decision not to apply • Factors which may have made them more likely to apply • Other people in their family’s/ peers’ experience of or plans for HE

Some general points Pre-codes If respondents give answers which do not fit into the pre-codes please take full details of these 'other' answers. First try to use the existing pre-codes. It the respondent gives a vague answer which it is not clear whether it fits into the pre-codes, probe for more details. For some of the open questions (GapWhy, Anycon, WhyChos, WhyHE) you can code up to three other answers individually. This is because the respondent is then asked which answer is most important and so other answers need to be separate. When you type in the code for 'other' a space will come up for you to write in the first other answer, then you will be asked whether there are any more other answers and if yes, a space for the second other answer will come up and so on for up to three other answers. It is important for you to separate the respondent’s other answers up if they really are separate.


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Eg: GapWhy “Why have you chosen to take a gap year before starting Higher Education?” “Because I want to see more of the world and I want to learn Spanish before going to university” should be entered as two other answers: 1) Because I want to see more of the world 2) I want to learn Spanish before going to university “Because I want to have the opportunity to live in Kenya again because that is where I was born and a gap year is the best time to do that” would be one answer, the response forms one reason, neither part of the sentence really answers the question without the other. The length of the answer is not an indication of whether it is one, two or three answers; you should use the meaning of the answer and how it answers the question to decide. Specific Questions Variable Notes HEApply Have you applied or do you intend to apply for a Higher Education

course this academic year? Three questions about when and whether they plan to apply to university. Answers to these questions determine the routing for the rest of the section. Those who are planning to apply this year or next year (Heapply1=yes or Heapply2= yes) are asked one set. Those who are planning to apply in the future or not all are asked another set. If a respondent says they are planning to apply this year (HEAPPLY1=yes) but earlier in the questionnaire they said they were not currently studying for A levels or GNVQs will have a soft check to make sure there has not been a mistake. Courses for GNVQs and other vocational qualifications are not counted as Higher Education. The instructions given as part of the question should make it clear to you and the respondent what should be included.


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Gapdo What do you expect will be the main thing you do during that year off?

This question is about Gap years which are when someone takes a year out between school and university to do something else (such as work or travel).

Consid Have you ever seriously considered not applying to go to university? This question is about whether they have seriously considered not applying.

OthAct If you hadn’t applied (didn’t apply) to go to university, what do you think you would have done (do) instead? This question asks about what the respondent would do if they didn’t apply to university. If the response is don’t know a soft check will come up to probe respondent for their best guess.

Subject What subject or course do you hope to study at university? Some respondents may not yet have finally decided – if they have a good idea take that answer even if it may change


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Variable Notes HEINst “Which university or institution is or will be your first choice for Higher

Education?”: This question about which institution is their first choice has a pre-coded list of answers. Start typing in the name of the institution and the best matches will come up for you to choose from. Type in the unique part of the institution’s name, do not type in university or college as it will bring up too many suggested matches. Some respondents may not yet have decided or their decision may depend on a number of factors – take an answer even if they are not absolutely sure – only record don’t know if they really cannot say. If the answer is don’t know type in don’t know and a code 998 will come up as the suggestion. If the name you type in does not bring up any suggested institutions, check you have typed the name correctly. If there really is no match, type “other” which will bring up code 997. Select this and you will then be able to enter the full name of the institution yourself. Some institutions have quite similar names, make sure that you do select the right institution. For example “Sheffield” could be University of Sheffield OR Sheffield Hallam University. “Manchester” could be University of Manchester OR University of Manchester Institute of Science and Technology (UMIST) OR Manchester Metropolitan University.

WhyChos Why have you chosen to apply to {Name of University}? This question is about why they have chosen a particular institution. Some respondents may give answers such as “It’s where I want to go”, “I liked the university”. When you receive such vague answers probe for why they want to go there or why they like it – “Why do you say that?”

SpSibs (Did you ever talk to these people about whether or not to apply to university?) Your older brothers or sisters? If the respondent does not have any older siblings the answer is “not applicable”. If the respondent has older siblings but has not spoken to them about applying to HE the answer is “no”.

LoanInf Where have you got information from about student loans or course fees? This question is only about student loans or course fees. Make sure that respondents are clear about this. There is a separate question about other costs such as hall fees, accommodation and living expenses so these should not be included in the questions about loans and fees.


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these should not be included in the questions about loans and fees. Some respondents may have been given the information by their parents, a friend or another relative. We are interested in the original source of the information, not who gave it to them. So ask where that person obtained the information and code that as the answer.

LiveXINf Where have you got information from about the other costs of being a

student, I mean things like hall fees, rent for accommodation and living expenses? This question is only about other costs such as hall fees, accommodation and living expenses. Some respondents may have been given the information by their parents, a friend or another relative. We are interested in the original source of the information, not who gave it to them. So ask where that person obtained the information and code that as the answer.

TeachEas etc Thinking about the information you got about student loans or course fees from {name of person or institution}, how useful was it? Was it … READ OUT … This set of questions refers to student loans and course fees, not to general living costs.

HESib This question is only about older siblings. If the respondent has no older siblings the correct answer is “not applicable”. If the respondent has older siblings but they have not been to HE the answer is “no”. If the sibling is currently studying for a degree the answer is “yes”.

Peers Note that this question is about any people in the same year while MATES is about people who are friends.

Queries If you have any queries please call Rory Fitzgerald, Margaret Blake or Steven Finch at the London office on 020 7250 1866. If respondents have queries which you cannot answer and they want to speak to someone at DfEE please refer them to Iain Noble, who is the DfEE project manager, on 011 4259 1180 during office hours.


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APPENDIX C CODE FRAMES


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Cohort 10 Codeframes

Q2

We would like to know what you are doing at the moment?

01 Out of work or unemployed

02 Modern Apprenticeship, National Traineeship, or other government

supported training

03 In a full time job (over 30 hours a week)

04 In a part time job (if this is your main activity)

05 In full time education at university, college or school

06 Taking a break from study or work

07 Looking after the home or family

08 Doing something else (write in below)

09 Pt education

10 Pt job if not main activity

11 Temporary/casual work

12 Abroad (holiday and/or work abroad)

13 Voluntary work

14 Illness/accident

15 Waiting to start job/government sponsored

training/training course

16 Taking a gap year

17 Pregnant/just had baby

18 Training for job/trainee

19 Joined armed forces/waiting to go into armed forces

20 Been ill/sick/in hospital

21 Looking for employment

97 Others

98 Don't know

99 Not answered


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Q10 Where are you studying?

01 School

02 Sixth form college

03 College of further education / tertiary college

04 Independent / other college

05 Private training centre

06 Training centre run by employer

07 Place of work

96 Other

98 Don't know

99 Not Answered


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Q32

Is this job or training any of the following ?

1 A Modern Apprenticeship

2 A National Traineeship

3 Work based training through New Deal

4 Other government supported training (write in below)

5 None of these

8 Don't know

9 Not Answered

All those coded 4 above must be given an additional code as specified below.

1 ADVANCE

2 ASSET

3 CAREER CARD

4 CAREER CREDIT

5 CAREER FOCUS

6 CAREER PLUS

7 CAREER WISE

8 CAREERLINES

9 CAREERSHIP

10 CHOICE

11 CHOICES

12 CONNECTIONS

13 DIRECTIONS

14 EXTEND

15 FAST FORWARD

16 FUTURE

17 FUTURES

18 GOING PLACES

19 GREAT OPPORTUNITIES

20 IMPACT

21 JOB LINK


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22 JOB SKILLS

23 NETWORK

24 NEW HORIZON

25 NEXT STEP

26 NVQ - WAY AHEAD

27 NVQ OPTIONS

28 OPEX

29 PATHWAYS

30 PROSPECTS

31 QUEST CARD

32 RIGHT TRAK

33 ROUTES

34 SKILL DEVELOPMENT CREDITS

35 SKILLS & YOUTH

36 SKILLSCARD

37 SKILLSEEKERS

38 TARGET NVQ

39 THE EDGE SKILL ACCOUNT

40 THINK AHEAD

41 TRAINING CREDITS

42 TRAINING CREDITS FOR NVQ's

43 TYNESKILL CHOICES

44 VIP

45 VISIONS

46 YOUNG OPTIONS

47 YOUTH CREDITS

48 GET AHEAD

49 NEW DEAL

50 GATEWAY

96 Others

97 NOTHING

98 DON'T KNOW

99 Not Answered


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Q44 What is the main reason why not? 01 I am waiting for the results of an application for a job

02 I am a full-time student

03 I am taking a break from study or work

04 I am pregnant or looking after the home or family

05 I am temporarily sick or injured

06 I am long term sick or disabled

07 I believe there are no jobs available

08 I am temporarily sick or injured

09 I have not started looking yet

10 I am on a training course

11 Already working / have a job

12 Looking for work / a job

13 Other

98 Don't Know

99 Not Answered


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Q47 Why is it difficult to take up education, training or employment? 1 digit answer

Yes or No only

1. I am currently having a break from study

2. I need more qualifications and skills

3. I am currently looking after the home or children

4. I am currently looking after other family members

5. I have poor health or disability

6. I have housing problems

7. I have family problems

8. I would find it difficult to travel to work or college because of poor transport

9. I would be worse off financially in work or on a course

10. There are no decent jobs or courses available where I live

11. I have not yet decided what sort of job or course I want to do

12. I have not found a suitable job or course

13. Drugs/Alcohol Problems

14. Criminal Record

15. Have not decided what job or course to do

16. Having a break from study

17. Just finished exams / studies

18. Already have college course / training ready to start 96. Other

98. Don't Know

99. Not Answered


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Cohort 9 Code Frames

Question 2 We would like to know what you are doing at the moment? 01 Out of work or unemployed 02 Modern Apprenticeship, National Traineeship, or other government supported training 03 In a full time job (over 30 hours a week) 04 In a part time job (if this is your main activity) 05 In full time education at university, college or school 06 Taking a break from study or work 07 Looking after the home or family 08 Doing something else (write in below) 09 Pt education 10 Pt job if not main activity 11 Temporary/casual work 12 Abroad (holiday and/or work abroad) 13 Voluntary work 14 Illness/accident 15 Waiting to start job/government sponsored training/training course 16 Taking a gap year 17 Pregnant/just had baby 18 Training for job/trainee 19 Joined armed forces/waiting to go into armed forces 20 Been ill/sick/in hospital 21 Looking for employment 97 Others 98 Don't know 99 Not answered


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Question 11 Where are you studying ? 01 University 02 Higher Education College 03 College of Further Education / tertiary college 04 Independent / other college 05 School 06 Sixth form College 07 Private Training Centre 08 Training centre run by your employer / training provider 09 Your place of work 10 Other 98 Don't know 99 Not Answere Question 16 Where are you mainly taking your present part-time course? 1 College of further education or tertiary college 2 Private college 3 Private training college 4 Training centre run by your employer 5 Work 6 Home 7 Somewhere else 8 Don't know 9 Not Answered Q31. Is this job or training any of the following ? 1 A Modern Apprenticeship 2 A National Traineeship 3 Work based training through New Deal 4 Other government supported training (write in below) 5 None of these All those coded 4 above must be given an additional code as specified below. 1 ADVANCE 2 ASSET 3 CAREER CARD 4 CAREER CREDIT 5 CAREER FOCUS 6 CAREER PLUS 7 CAREER WISE 8 CAREERLINES 9 CAREERSHIP 10 CHOICE


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11 CHOICES 12 CONNECTIONS 13 DIRECTIONS 14 EXTEND 15 FAST FORWARD 16 FUTURE 17 FUTURES 18 GOING PLACES 19 GREAT OPPORTUNITIES 20 IMPACT 21 JOB LINK 22 JOB SKILLS 23 NETWORK 24 NEW HORIZON 25 NEXT STEP 26 NVQ - WAY AHEAD 27 NVQ OPTIONS 28 OPEX 29 PATHWAYS 30 PROSPECTS 31 QUEST CARD 32 RIGHT TRAK 33 ROUTES 34 SKILL DEVELOPMENT CREDITS 35 SKILLS & YOUTH 36 SKILLSCARD 37 SKILLSEEKERS 38 TARGET NVQ 39 THE EDGE SKILL ACCOUNT 40 THINK AHEAD 41 TRAINING CREDITS 42 TRAINING CREDITS FOR NVQ's 43 TYNESKILL CHOICES 44 VIP 45 VISIONS 46 YOUNG OPTIONS 47 YOUTH CREDITS 48 GET AHEAD 49 NEW DEAL 50 GATEWAY 96 Others 97 NOTHING 98 DON'T KNOW 99 Not Answered


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Question 43 What is the main reason why not ? (not starting a job or training) 2 digit code – one answer only Col 2648-2663 01 I am waiting for the results of an application for a job 02 I am a full-time student 03 I am taking a break from study or work 04 I am pregnant or looking after the home or family 05 I am temporarily sick or injured 06 I am long term sick or disabled 07 I believe there are no jobs available 08 I am temporarily sick or injured 09 I have not started looking yet 10 I am on a training course 11 Already working / have a job 12 Looking for work / a job 13 Other 98 Don't Know 99 Not Answered


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Question 46 Why is it difficult to take up education, training or employment 1. I am currently having a break from study 2. I need more qualifications and skills 3. I am currently looking after the home or children 4. I am currently looking after other family members 5. I have poor health or disability 6. I have housing problems 7. I have family problems 8. I would find it difficult to travel to work or college because of poor transport 9. I would be worse off financially in work or on a course 10. There are no decent jobs or courses available where I live 11. I have not yet decided what sort of job or course I want to do 12. I have not found a suitable job or course 13. Drugs/Alcohol Problems 14. Criminal Record 15. Have not decided what job or course to do 16. Having a break from study 17. Just finished exams / studies 18. Already have college course / training ready to start 98. Don't Know 99. Not Answered


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Subject Code Frames

NatCen used different code frames than the contractor for the earlier sweeps of each cohort. NatCen used frames where each code was exclusive. At the end of the project codes were recoded to sweep 1 variables unless specified otherwise in the data. The converted codes are presented in the second column as DfES code. BAND A - All Academic Qualifications (except High Education) NatCen Code

DfES Code

Subject

1 101 BIOLOGY 2 103 BIOLOGY: HUMAN 3 105 BIOLOGY: SOCIAL 4 106 BIOLOGY: HUMAN & SOCIAL 5 111 CHEMISTRY 6 121 PHYSICS 7 131 SCIENCE: SINGLE AWARD 8 133 SCIENCE: DUAL AWARD (1st GRADE) 9 135 SCIENCE: DUAL AWARD (2nd GRADE)

10 137 SCIENCE: DOUBLE AWARD (1st GRADE) 11 139 SCIENCE: DOUBLE AWARD (2nd GRADE) 12 141 SCIENCE: BIOLOGY & CHEMISTRY 13 145 SCIENCE: BIOLOGY & PHYSICS 14 147 SCIENCE: CHEMISTRY & PHYSICS 15 163 AERONAUTICS 16 165 SCIENCE: AGRICULTURE 17 167 SCIENCE: APPLIED 18 169 SCIENCE: ASTRONOMY 19 171 BOTANY 20 173 SCIENCE: ELECTRONICS 21 175 SCIENCE: ENVIRONMENTAL 22 177 SCIENCE: GEOLOGY 23 179 SCIENCE: HORTICULTURE 24 181 SCIENCE: PHYSICAL 25 183 PSYCHOLOGY 26 185 ROBOTICS 27 187 SCIENCE: RURAL 28 191 SCIENCE IN SOCIETY 29 193 SCIENCE: TECHNOLOGY 30 197 SCIENCE: ZOOLOGY 31 199 SCIENCE: METEOROLOGY 32 201 ENGINEERING SCIENCE 33 203 SCIENCE: OTHER 34 221 MATHEMATICS 35 223 MATHEMATICS (PURE)


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NatCen Code

DfES Code

Subject

36 224 DECISION/DISCRETE MATHEMATICS 37 225 MATHEMATICS (APPLIED) 38 227 MATHEMATICS (PURE & APPLIED) 39 228 PURE & DECISION MATHEMATICS 40 229 MATHEMATICS (PURE & STATISTICS) 41 230 STATISTICS & DECISION MATHEMATICS 42 231 MATHEMATICS (PURE & MECHANICS) 43 233 MATHEMATICS (FURTHER) 44 234 ADDITIONAL MATHEMATICS 45 235 MATHEMATICAL STUDIES 46 251 STATISTICS 47 261 COMPUTER STUDIES/COMPUTING 48 263 COMMUNICATION TECHNOLOGY 49 265 INFORMATION TECHNOLOGY 50 267 INFORMATION STUDIES 51 281 CDT: TECHNOLOGY 52 283 CDT: DESIGN 53 285 CDT: DESIGN & COMMUNICATION 54 287 CDT: DESIGN & REALISATION 55 289 CDT: DESIGN & TECHNOLOGY 56 291 CDT: BUILDING STUDIES 57 293 OTHER TECHNOLOGY SYLLABUSES 58 294 DESIGN (BUT NOT ART & DESIGN) 59 295 CONTROL TECHNOLOGY 60 297 ENGINEERING 61 299 ENGINEERING WORKSHOP THEORY & PRACTI CE 62 301 GEOMETRICAL & TECHNICAL DRAWING 63 303 GRAPHICS 64 305 METALWORK 65 307 MOTOR VEHICLE STUDIES 66 309 SOUND RECORDING 67 311 WOODWORK 68 313 TECHNICAL STUDIES 69 321 BUSINESS STUDIES 70 323 BUSINESS STUDIES & ECONOMICS 71 325 BUSINESS & INFORMATION STUDIES (1st GRADE) 72 327 BUSINESS & INFORMATION STUDIES (2nd GRADE) 73 331 HOME ECONOMICS 74 332 HOME ECONOMICS: CONSUMER STUDIES 75 333 HOME ECONOMICS: CHILD DEVELOPMENT 76 335 HOME ECONOMICS: FOOD 77 337 HOME ECONOMICS: TEXTILES 78 339 HOME ECONOMICS: HOME & FAMILY


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NatCen Code

DfES Code

Subject

79 351 ART & DESIGN 80 353 ART & DESIGN (DRAWING & PAINTING) 81 355 ART AND DESIGN (GRAPHICS) 82 357 ART AND DESIGN (PHOTOGRAPHY) 83 361 ART AND DESIGN (POTTERY) 84 363 ART AND DESIGN (PRINTING) 85 365 ART AND DESIGN (TEXTILES) 86 367 ART AND DESIGN (3-D STUDIES) 87 368 ART AND DESIGN (CRITICAL STUDIES) 88 369 FINE ART 89 370 CRAFT 90 381 ART 91 382 ART WITH ART HISTORY 92 383 HISTORY OF ART 93 391 GEOGRAPHY 94 393 ENVIRONMENTAL STUDIES SINGLE 95 395 ENVIRONMENTAL STUDIES DUAL AWARD (1ST

GRADE) 96 397 ENVIRONMENTAL STUDIES DUAL AWARD (2ND

GRADE) 97 401 HISTORY 98 411 AMERICAN STUDIES 99 413 ASIAN STUDIES

100 415 EUROPEAN STUDIES 101 417 FRENCH STUDIES 102 419 MUSEUM STUDIES 103 421 RUSSIAN STUDIES 104 423 SPANISH STUDIES 105 425 WELSH STUDIES 106 427 GERMAN STUDIES 107 441 ECONOMICS 108 443 ECONOMICS AND BUSINESS STUDIES 109 451 HUMANITIES SINGLE 110 452 INTEGRATED HUMANITIES SINGLE 111 453 INTEGRATED HUMANITIES DUAL AWARD (1ST

GRADE) 112 455 INTEGRATED HUMANITIES DUAL AWARD (2ND

GRADE) 113 461 RELIGIOUS STUDIES / CHRISTIAN

THEOLOGY

114 471 SOCIAL SCIENCE 115 473 ARCHAEOLOGY 116 475 COMMUNITY STUDIES 117 477 LAW 118 479 LOGIC/PHILOSOPHY


193

NatCen Code

DfES Code

Subject

119 481 PERSONAL/SOCIAL EDUCATION 120 482 PERSONAL AND SOCIAL EDUCATION (1ST GRADE) 121 483 POLITICS 122 484 PERSONAL AND SOCIAL EDUCATION (2ND GRADE) 123 485 PSYCHOLOGY 124 487 PUBLIC AFFAIRS 125 489 SOCIOLOGY 126 491 CITIZENSHIP 127 501 ENGLISH 128 503 ENGLISH LANGUAGE 129 511 ENGLISH LITERATURE 130 515 ENGLISH GRADE IN DUAL AWARD SYLLABUS 131 516 ENGLISH LITERATURE GRADE IN DUAL AWARD SYLLABUS 132 521 DRAMA 133 522 DRAMA COMM THEATRE 134 523 CREATIVE WRITING 135 531 COMMUNICATION STUDIES 136 533 EXPRESSIVE ARTS 137 534 STAGE AND PERFORMING ARTS DUAL AWARD (1ST GRADE) 138 535 MEDIA/FILM/TELEVISION STUDIES 139 536 FILM STUDIES 140 537 THEATRE STUDIES 141 538 STAGE AND PERFORMING ARTS DUAL AWARD (2ND GRADE) 142 551 WELSH FIRST LANGUAGE 143 552 WELSH SECOND LANGUAGE 144 553 WELSH LITERATURE 145 555 IRISH 146 561 DANISH 147 563 DUTCH 148 565 FRENCH 149 567 GERMAN 150 569 ITALIAN 151 571 MODERN GREEK 152 573 PORTUGUESE 153 575 SPANISH 154 591 ARABIC 155 593 BENGALI 156 595 CHINESE 157 597 GUJARATI 158 599 HINDI 159 601 JAPANESE


194

NatCen Code

DfES Code

Subject

160 603 MODERN HEBREW 161 605 PUNJABI 162 607 POLISH 163 609 RUSSIAN 164 611 TURKISH 165 613 URDU 166 631 OTHER LANGUAGES 167 651 ANCIENT HISTORY 168 653 CLASSICAL CIVILISATION 169 655 GREEK 170 657 GREEK/CLASSICAL CIVILISATION/GREEK

LITERATURE 171 659 GREEK/ROMAN CIVILISATION 172 661 LATIN 173 663 LATIN/ROMAN CIVILISATION/LATIN LITERATURE 174 665 OTHER CLASSICAL LANGUAGES 175 681 CREATIVE ARTS 176 683 DRESS 177 685 JEWELLERY 178 701 MUSIC 179 702 MUSIC: PRACTICAL 180 703 HISTORY OF MUSIC 181 704 MUSIC TECHNOLOGY 182 721 SPORT/PHYSICAL EDUCATION STUDIES 183 723 DANCE 184 725 OUTDOOR PURSUITS 185 741 ACCOUNTING/FINANCE 186 743 CATERING STUDIES 187 745 COMMERCE/OFFICE STUDIES 188 746 OFFICE TECHNOLOGY 189 747 INDUSTRIAL STUDIES 190 749 KEYBOARDING APPLICATIONS 191 751 LIBRARY STUDIES 192 753 MONEY MANAGEMENT 193 755 NAUTICAL STUDIES 194 756 NAVIGATION/MARINE NAVIGATION 195 757 PHOTOGRAPHY 196 759 ROAD SAFETY 197 761 SURVEYING 198 763 TEXTILE/FASHION STUDIES 199 765 TOURISM 200 767 MARKETING 201 769 NURSING 202 771 FARM STUDIES


195

NatCen Code

DfES Code

Subject

203 781 GENERAL STUDIES 204 800 DESIGN AND TECHNOLOGY 205 801 DESIGN/TECH & ART 206 802 DESIGN/TECH & AUTOMATION 207 803 DESIGN/TECH AUTOMOTIVE ENGINEERING 208 804 DESIGN/TECH & THE BUILT ENVIRONMENT 209 805 DESIGN/TECH & BUSINESS STUDIES 210 806 DESIGN/TECH & CATERING 211 807 DESIGN/TECH & CONSTRUCTION 212 808 DESIGN/TECH & DRAMA 213 809 DESIGN/TECH & ECONOMICS 214 810 DESIGN/TECH & ELECTRONICS 215 811 DESIGN/TECH & FASHION 216 812 DESIGN/TECH & FOOD INDUSTRY 217 813 DESIGN/TECH & HEALTH 218 814 DESIGN/TECH & INDUSTRY 219 815 DESIGN/TECH & MUSIC 220 816 DESIGN/TECH & PRODUCT DESIGN 221 817 DESIGN/TECH & TRANSPORT 222 818 DESIGN/TECH & CHILD DEVELOPMENT 223 819 DESIGN/TECH & INFORMATION TECHNOLOGY 224 820 INFORMATION SYSTEMS 225 821 IT & ART 226 822 IT & AUTOMOTIVE ENGINEERING 227 823 IT & BUILDING STUDIES 228 824 IT & BUSINESS STUDIES 229 825 IT & CATERING 230 826 IT & DRAMA 231 827 IT & ECONOMICS 232 828 IT & ELECTRONICS 233 829 IT & FASHION 234 830 IT & FOOD INDUSTRIES 235 831 IT & HEALTH 236 832 IT & INDUSTRY 237 833 IT & MUSIC 238 834 IT & TRANSPORT 239 835 DESIGN/TECH & SYSTEMS & CONTROL TECHNOLOGY240 836 DESIGN/TECH & ELEC. PROD & B STD 241 837 DESIGN/TECH & B. STD 242 838 DESIGN/TECH & GRAPH PROD & B STD 243 839 DESIGN/TECH & RES. MA & B STD 244 840 TECHNOLOGY 245 841 TECH & ART


196

NatCen Code

DfEE Code

Subject

246 842 TECH & AUTOMOTIVE ENGINEERING 247 843 TECH & BUILDING STUDIES 248 844 TECH AND BUSINESS STUDIES 249 845 TECH & CATERING 250 846 TECH & CONSTRUCTION 251 847 TECH & DRAMA 252 848 TECH & ECONOMICS 253 849 TECH & ELECTRONICS 254 850 TECH & FASHION 255 851 TECH & FOOD INDUSTRY 256 852 TECH & INDUSTRY 257 853 TECH & MUSIC 258 854 TECH & TRANSPORT 259 860 WELSH & ART 260 861 WELSH & BUSINESS STUDIES 261 862 WELSH & DRAMA 262 863 WELSH & INFORMATION TECHNOLOGY 263 864 WELSH & RELIGIOUS STUDIES 264 870 FRENCH & BUSINESS STUDIES 265 871 GERMAN AND BUSINESS STUDIES 266 872 SPANISH & BUSINESS STUDIES 267 873 GEOGRAPHY & BUSINESS STUDIES 268 874 GEOGRAPHY & HISTORY 269 900 DESIGN/TECH & TEX TECH & B STD 270 901 DESIGN/TECH & ELECTRONICS PRODS 271 902 DESIGN/TECH & FOOD TECHNOLOGY 272 903 DESIGN/TECH & GRAPHIC PRODS 273 904 DESIGN/TECH & RESIST. MATERIALS 274 905 DESIGN/TECH & TEXTILES TECHNOLOGY 275 906 DESIGN/TECH & SYSTEMS 276 907 DESIGN/TECH & ENGINEERING 277 908 DESIGN/TECH & PRODUCTION DESIGN 998 998 DK 999 999 Not Answered


197

BAND B GNVQ Subjects NatCen Code

DfEE Code

Subject

300 1 ART & DESIGN 301 2 BUSINESS 302 3 HEALTH & SOCIAL CARE 303 4 LEISURE & TOURISM 304 5 MANUFACTURING 305 6 CONSTRUCTION 306 7 HOSPITALITY & CATERING 307 8 SCIENCE 308 9 ENGINEERING 309 10 INFORMATION TECHNOLOGY 310 11 MANAGEMENT STUDIES 311 12 MEDIA: COMMUNICATION & PRODUCTION 312 13 RETAIL & DISTRIBUTION 313 14 LAND & ENVIRONMENT 314 15 PERFORMING ARTS 315 16 FRENCH 316 17 GERMAN 317 18 SPANISH 997 97 Other 998 98 DK 999 99 Not Answered


198

BAND C - VOCATIONAL SUBJECTS NatCen Code

DfEE Code

Subject

400 1 BUSINESS/FINANCE (GENERAL) 401 2 MANAGEMENT (GENERAL) 402 3 PUBLIC ADMINISTRATION 403 4 INTERNATIONAL BUSINESS STUDIES/BRIEFINGS

.404 5 ENTERPRISES 405 6 MANAGEMENT SKILLS 406 7 MANAGEMENT PLANNING & CONTROL SYSTEMS 407 8 HUMAN RESOURCES MANAGEMENT 408 9 FINANCIAL MANAGEMENT/ACCOUNTING 409 10 FINANCIAL SERVICES 410 11 OFFICE SKILLS 411 12 TYPING/SHORTHAND/SECRETARIAL SKILLS 412 13 MARKETING/PR 413 14 EXPORT/IMPORT/EUROPEAN SALES 414 15 RETAILING/WHOLESALING/DISTRIBUTIVE TRADES 415 16 RETAILING/DISTRIBUTION SPECIFIC TYPES 416 17 SALES WORK 417 18 PHYSICAL DISTRIBUTION 418 19 COMPUTER TECHNOLOGY 419 20 IT: COMPUTER SCIENCE/PROGRAMMING/SYSTEMS 420 21 IT: COMPUTER USE 421 22 USING SOFTWARE & OPERATING SYSTEMS 422 23 TEXT/GRAPHICS/MULTIMEDIA PRESENTATION

SOFTWARE 423 24 SOFTWARE FOR SPECIFIC APPLICATIONS/INDUSTRIES 424 25 INFORMATION WORK/INFORMATION USE 425 26 INFORMATION SYSTEMS/MANAGEMENT 426 27 LIBRARIES/LIBRARIANSHIP 427 28 HUMANITIES/GENERAL STUDIES/COMBINED

STUDIES 428 29 HISTORY 429 30 ARCHAEOLOGY 430 31 RELIGOUS STUDIES 431 32 PHILOSOPHY 432 33 GOVERNMENT/POLITICS 433 34 ECONOMICS 434 35 LAW 435 36 SOCIAL SCIENCES GENERAL/COMBINED 436 37 SOCIAL STUDIES 437 38 CULTURAL/GENDER/FOLKLORE 438 39 LITERATURE 439 40 LIGUISTIC STUDIES 440 41 LANGUAGES


199

NatCen Code

DfEE Code

Subject

441 42 CULTURAL/AREA/SOCIAL/DIASPORA STUDIES 442 43 EDUCATION THEORY/LEARNING ISSUES 443 44 TEACHER TRAINING 444 45 TEACHING/TRAINING: SPECIFIC SUBJECTS 445 46 EDUCATION/SCHOOL ORGANISATION 446 47 TRAINING/VOCATIONAL QUALIFICATIONS 447 48 CARRERS/EDUCATION GUIDANCE WORK 448 49 SELF DEVELOPMENT 449 50 CARRER CHANGE/ACCESS 450 51 CONTINUING EDUCATION (BASIC SKILLS) 451 52 PERSONAL FINANCE/CONSUMERISM/RIGHTS 452 53 PARENTING/CAREERS 453 54 DISABLED PEOPLE: SKILLS/FACILITIES 454 55 CRISIS/ILLNESS/SELF HELP 455 56 PERSONAL HEALTH/FITNESS/APPEARANCE 456 57 THERAPUTIC PERSONAL CARE 457 58 HAIR/PERSONAL CARE SERVICES 458 59 ART STUDIES/FINE ARTS 459 60 ART TECHNIQUES/PRACTICE 460 61 MUSEUM/GALLERY/CONSERVATION SKILLS 461 62 COLLECTING/ANTIQUES 462 63 CRAFTS: LEISURE/GENERAL 463 64 DECORATIVE LEISURE CRAFTS 464 65 DECORATIVE METAL CRAFTS/JEWELLERY 465 66 FASHION/TEXTILES/CLOTHING (CRAFT) 466 67 FABRIC CRAFTS/SOFT FURNISHINGS 467 68 WOOD CANE & FURNITURE CRAFTS 468 69 GLASS/CERAMICS/STONE CRAFTS 469 70 COMMUNICATION/MEDIA (GENERAL) 470 71 COMMUNICATION SKILLS 471 72 WRITING (AUTHORSHIP) 472 73 JOURNALISM 473 74 PHOTOGRAPHY 474 75 FILM/VIDEO PRODUCTION 475 76 AUDIO & VISUAL MEDIA 476 77 PRINT & PUBLISHING 477 78 PERFORMING ARTS 478 79 DANCE 479 80 THEATRE & DRAMATIC ARTS 480 81 VARIETY CIRCUS & MODELLING 481 82 THEATRE PRODUCTION 482 83 MUSIC HISTORY/THEORY 483 84 MUSIC OF SPECIFIC KINDS/CULTURES


200

NatCen Code

DfEE Code

Subject

484 85 MUSIC PERFORMANCE 485 86 MUSICAL INSTRUMENT TECHNOLOGY 486 87 SPORTS STUDIES/COMBINES SPORTS 487 88 AIR SPORTS 488 89 WATER SPORTS 489 90 ATHLETICS GYMNASTICS & COMBINED SPORTS 490 91 WHEELED SPORTS 491 92 WINTER SPORTS 492 93 BALL & RELATED GAMES 493 94 COUNTRY/ANIMAL SPORTS 494 95 INDOOR GAMES 495 96 HOTEL/CATERING (GENERAL) 496 97 FOOD/DRINK SERVICES 497 98 CATERING SERVICES 498 99 HOSPITALITY SERVICES 499 100 BAKING/DAIRY/FOOD & DRINK PROCESSING 500 101 COOKERY 501 102 HOME ECONOMICS 502 103 FOOD SCIENCE/TECHNOLOGY 503 104 TOURISM & TRAVEL 504 105 LEISURE/SPORTS FACILITIES WORK 505 106 COUNTRY LEISURE FACILITIES WORK 506 107 ARTS/CULTURAL/HERITAGE ADMINISTRATION 507 108 HEALTH CARE MANAGEMENT/HEALTH STUDIES 508 109 MEDICAL SCIENCES 509 110 COMPLEMENTARY MEDICINE 510 111 PARAMEDICAL SERVICES/SUPPLEMENTARY

MEDICINE 511 112 MEDICAL TECHNOLOGY/PHARMACOLOGY/DENTAL

SERVICES 512 113 OPHTHALMIC SERVICES 513 114 NURSING 514 115 SEMI-MEDICAL/PHYSICAL/PSYCHO/THERAPIES 515 116 PSYCHOLOGY 516 117 OCCUPATIONAL HEALTH & SAFETY 517 118 SOCIAL CARE/SOCIAL WORK SKILLS 518 119 FAMILY/COMMUNITY WORK 519 120 CRISIS SUPPORT/COUNSELLING 520 121 CHILD CARE SERVICES 521 122 ENVIRONMENTAL PROTECTION/CONSERVATION 522 123 ENERGY

ECONOMICS/MANAGEMENT/CONSERVATION 523 124 POLLUTION/POLLUTION CONTROL 524 125 ENVIRONMENTAL HEALTH/SAFETY


201

NatCen Code

DfEE Code

Subject

525 126 CLEANSING 526 127 FUNERAL SERVICES 527 128 SECURITY 528 129 FIRE PREVENTION/FIRE FIGHTING 529 130 SCIENCE & TECHNOLOGY ( GENERAL) 530 131 MATHEMATICS 531 132 PHYSICS 532 133 CHEMISTRY 533 134 ASTRONOMY 534 135 EARTH SCIENCES 535 136 LAND & SEA SURVEYING/CARTOGRAPHY 536 137 LIFE SCIENCES 537 138 AGRICULUTRE/HORTICULTURE (GENERAL) 538 139 AGRICULTURAL SCIENCES 539 140 CROP PROTECTION/FERTILISERS/BY-PRODUCTS 540 141 CROP PRODUCTION 541 142 GARDENING/FLORISTRY/PLANT SALES 542 143 AMENITY HORTICULTURE/SPORTSGROUNDS 543 144 FORESTRY/TIMBER PRODUCTION 544 145 ANIMAL HUSBANDRY 545 146 FISH PRODUCTION/FISHERIES 546 147 AGRICULTURAL ENGINEERING/FARM MACHINERY 547 148 AGRICULTURAL/HORTICULTURAL MAINTENANCE 548 149 RURAL/AGRICULTURAL BUSINESS ORGANISATION 549 150 VETERINARY SERVICES 550 151 PETS/DOMESTIC ANIMAL CARE 551 152 BUILT ENVIRONMENT (GENERAL) 552 153 PROPERTY: SURVEYING/PLANNING/DEVELOPMENT 553 154 BUILDING DESIGN/ARCHITECTURE 554 155 CONSTRUCTION (GENERAL) 555 156 CONSTRUCTION MANAGEMENT 556 157 BUILDING/CONSTRUCTION OPERATIONS 557 158 BUILDING SERVICES 558 159 INTERIOR DESIGN/FITTING/DECORATION 559 160 CONSTRUCTION SITE WORK 560 161 CIVIL ENGINEERING 561 162 STRUCTURAL ENGINEERING 562 163 PRODUCTION/OPERATIONS MANAGEMENT 563 164 PURCHASING/PROCUREMENT & SOURCING 564 165 QUALITY & RELIABILITY MANAGEMENT 565 166 INDUSTRIAL CONTROL/MONITORING 566 167 INDUSTRIAL DESIGN/RESEARCH & DEVELOPMENT 567 168 ENGINEERING SERVICES


202

NatCen Code

DfEE Code

Subject

568 169 MANUFACTURING (GENERAL) 569 170 MANUFACTURING/ASSEMBLY 570 171 INSTRUMENT MAKING/REPAIR 571 172 TESTING MEASUREMENT & INSPECTION 572 173 CHEMICAL PRODUCTS 573 174 GLASS/CERAMICS/CONCRETES MANUFACTURE 574 175 POLYMER PROCESSING 575 176 TEXTILES/FABRICS (INDUSTRIAL) 576 177 LEATHER FOOTWEAR & FUR 577 178 WOODWORKING/FURNITURE MANUFACTURING 578 179 PAPER MANUFACTURE 579 180 FOOD/DRINK/TOBACCO (INDUSTRIAL) 580 181 ENGINEERING/TECHNOLOGY (GENERAL) 581 182 METALS WORKING/FINISHING 582 183 WELDING/JOINING 583 184 TOOLS/MACHINING 584 185 MECHANICAL ENGINEERING 585 186 ELECTRICAL ENGINEERING 586 187 POWER/ENERGY ENGINEERING 587 188 ELECTRONIC ENGINEERING 588 189 TELECOMMUNICATIONS 589 190 ELECTRICAL/ELECTRONIC SERVICING 590 191 AEROSPACE/DEFENCE ENGINEERING 591 192 SHIP & BOAT BUILDING/MARINE/OFFSHORE ENGINEERING 592 193 ROAD VEHICLE ENGINEERING 593 194 VEHICLE MAINTENANCE/REPAIR 594 195 RAIL VEHICLE ENGINEERING 595 196 MINING/QUARRYING/EXTRACTION 596 197 OIL & GAS OPERATIONS 597 198 CHEMICALS/MATERIALS ENGINEERING 598 199 METALLURGY/METAL PRODUCTION 599 200 POLYMER SCIENCE/TECHNOLOGY 600 201 TRANSPORT (GENERAL) 601 202 FREIGHT HANDLING 602 203 AVIATION 603 204 MARINE TRANSPORT 604 205 RAIL TRANSPORT 605 206 DRIVING/ROAD SAFETY 606 207 ROAD TRANSPORT OPERATION 607 208 MOTOR TRADE OPERATIONS 608 501 ART & DESIGN 609 502 BUSINESS 610 503 HEALTH & SOCIAL CARE


203

NatCen Code

DfEE Code

Subject

611 504 LEISURE & TOURISM 612 505 MANUFACTURING 613 506 CONSTRUCTION 614 507 HOSPITALITY & CATERING 615 508 SCIENCE 616 509 ENGINEERING 617 510 INFORMATION TECHNOLOGY 618 511 MANAGEMENT STUDIES 619 512 MEDIA: COMMUNICATION & PRODUCTION 620 513 RETAIL & DISTRIBUTION 621 514 LAND & ENVIRONMENT 622 515 PERFORMING ARTS 623 516 FRENCH 624 517 GERMAN 625 518 SPANISH 998 998 DK 997 999 Other 999 997 Not Answered


204

Band D (Degree)

NatCen Code

DfEE Code

Degree subjects

701 201 CLINICAL MEDICINE 702 202 CLINICAL DENTISTRY 703 203 ANATOMY & PHYSIOLOGY 704 204 PHARMACOLOGY 705 205 PHARMACY 706 206 NUTRITIONS 707 207 OPTHALMICS 708 208 AUDIOLOGY 709 209 NURSING & NURSERY NURSING 710 210 MEDICAL TECHNOLOGY 711 211 OTHER MEDICAL SUBJECTS 712 212 BIOLOGY 713 213 BOTANY 714 214 ZOOLOGY 715 215 MICROBIOLOGY 716 216 MOLECULAR BIOLOGY & BIOPHYSICS 717 217 BIOCHEMISTRY 718 218 PSYCHOLOGY UNLESS SOLELY AS A SOCIAL SCIENCE 719 219 OTHER BIOLOGICAL SCIENCE 720 220 VETERINARY SCIENCE 721 221 AGRICULTURE 722 222 FORESTRY 723 223 FOOD SCIENCE 724 224 OTHER AGRICULTURE SUBJECTS 725 225 CHEMISTRY 726 226 MATERIALS SCIENCE 727 227 PHYSICS 728 228 ASTRONOMY 729 229 GEOLOGY 730 230 GEOGRAPHY STUDIES AS A SCIENCE 731 231 ENVIRONMENTAL SCIENCE & OTHER PHYSICAL

STUDIES 732 232 MATHEMATICS 733 233 STATISTICS 734 234 COMPUTER & IT 735 235 OTHER MATHEMATICAL SCIENCE 736 236 GENERAL ENGINEERING 737 237 CIVIL ENGINEERING 738 238 MECHANICAL ENGINEERING 739 239 AERONAUTICAL ENGINEERING 740 240 ELECTRICAL ENGINEERING 741 241 ELECTRONIC ENGINEERING


205

742 242 PRODUCT ENGINEERING 743 243 CHEMICAL ENGINEERING & FUEL TECHNOLOGY 744 244 OTHER ENGINEERING 745 245 MINERALS TECHNOLOGY 746 246 METALLURGY 747 247 CERAMICS & GLASSES 748 248 POLYMERS & TEXTILES/ FURNITURE PRODUCTION 749 249 OTHER MATERIALS TECHNOLOGY/ PRINTING 750 250 MARINE TECHNOLOGY 751 251 BIOTECHNOLOGY 752 252 OTHER TECHNOLOGIES 753 253 ARCHITECTURE 754 254 BUILDING/ CONSTRUCTION 755 255 ENVIRONMENTAL TECHNOLOGIES 756 256 TOWN & COUNTRY PLANNING 757 257 OTHER ARCHITECTURAL STUDIES 758 258 ECONOMICS 759 259 SOCIOLOGY 760 260 SOCIAL POLICY & ADMINISTRATION 761 261 APPLIED SOCIAL WORK/ CARING & WELFARE 762 262 ANTHRAPOLOGY 763 263 PSYCHOLOGY WITHOUT SIGNIFICANT BIOLOGICAL

SCIENCE 764 264 GEOGRAPHY UNLESS SOLELY AS A PHYSICAL SCIENCE 765 265 POLITICS 766 266 LAW/ BUSINESS LAW 767 267 OTHER SOCIAL STUDIES 768 268 BUSINESS & MANAGEMENT STUDIES/

TYPING/S'HAND/WP/ COMP 769 269 OPERATIONAL RESEARCH 770 270 FINANCIAL MANAGEMENT 771 271 ACCOUNTANCY 772 272 MARKETING & MARKET RESEARCH/ RETAIL 773 273 INDUSTRIAL RELATIONS 774 274 HOTEL/ CATERING/ INSTITUTIONAL MANAGEMENT/

TOURISM 775 275 LAND & PROPERTY MANAGEMENT 776 276 TRANSPORT & OTHER BUSINESS & ADMIN STUDIES 777 277 LIBRARIANSHIP 778 278 INFORMATION SCIENCE 779 279 COMMUNICATION STUDIES 780 280 MEDIA STUDIES 781 281 PUBLISHING 782 282 JOURNALISM 783 283 OTHER MASS COMMUNICATION & DOCUMENTATION

STUDIES 784 284 LINGUISTICS


206

785 285 COMPARATIVE LITERATURE 786 286 ENGLISH 787 287 AMERICAN STUDIES 788 288 CELTIC LANGUAGES 789 289 CLASSICS 790 290 OTHER ANCIENT LANGUAGES 791 291 FRENCH 792 292 GERMAN 793 293 ITALIAN 794 294 SPANISH 795 295 PORTUGUESE 796 296 LATIN AMERICAN LANGUAGES 797 297 SCANDINAVIAN LANGUAGES 798 298 RUSSIAN 799 299 SLAVONIC & EAST EUROPEAN LANGUAGES 800 300 OTHER GENERAL EUROPEAN LANGUAGES 801 301 CHINESE 802 302 JAPANESE 803 303 OTHER ASIAN LANGUAGES 804 304 MODERN MIDDLE EASTERN LANGUAGES 805 305 AFRICAN LANGUAGES 806 306 OTHER LANGUAGE STUDIES 807 307 OTHER OR UNSPECIFIED OR GENERAL MODERN

LANGUAGES 808 308 HISTORY 809 309 ECONOMIC & SOCIAL HISTORY 810 310 HISTORY OF ART 811 311 ARCHEOLOGY 812 312 PHILOSOPHY 813 313 THEOLOGY & RELIGIOUS STUDIES 814 314 FINE ART 815 315 DESIGN STUDIES/ PHOTOGRAPHY 816 316 DRAMA 817 317 CINEMATICS 818 318 CRAFTS FLOWER ARRANGING/ UPHOLSTERY 819 319 BEAUTY & HAIRDRESSING 820 320 ART & DESIGN, OTHER 821 321 MUSIC 822 322 PHYSICAL EDUCATION 823 323 ACADEMIC STUDIES IN EDUCATION 824 324 TECHNIQUES IN TEACHING CHILDREN 825 325 TECHNIQUES IN TEACHING ADULTS 826 326 EDUCATION FOR THOSE WITH SPECIAL NEEDS 827 327 TECHNOLOGY IN EDUCATION 828 328 MANAGEMENT & ORGANISATION IN ORGANISATION 829 329 OTHER TOPICS IN EDUCATION 830 330 COMBINED OR GENERAL SCIENCE


207

831 331 COMBINED OR GENERAL ARTS 832 332 OTHER COMBINED OR GENERAL COURSES 833 333 COMBINED GENERAL & LEISURE STUDIES NOT

ELSEWHERE 834 334 TRIPLE COMBINATIONS 835 335 OTHER COURSES NOT ELSEWHERE CLASSIFIED


208

Type of Qualification Frame

01 GCSE

02 GCSE SHORT COURSE (SPECIFIC MENTIONS)

03 NCC (NATIONAL CURRICULUM CERTIFICATE)

04 GCE A-LEVEL

05 GCE A/S EXAM

06 S LEVEL

07 OTHER ACADEMIC QUALIFICATIONS (EXCLUDING HIGHER

EDUCATION) NOT CODES 01-06 ABOVE OXFORD & CAMBRIDGE &

SCOTTISH HIGHLANDS

08 GNVQ FOUNDATION

09 GNVQ INTERMEDIATE

10 GNVQ ADVANCED

11 OTHER GNVQ (NOT CODES 08-10)

12 RSA NVQ LEVEL 1/CERTIFICATE

13 RSA NVQ LEVEL 2/DIPLOMA

14 RSA NVQ LEVEL 3/ADVANCED DIPLOMA/TEACHING CERTIFICATE

15 RSA NVQ LEVEL4/HIGHER DIPLOMA/TEACHING DIPLOMA

16 RSA DON'T KNOW NVQ LEVEL/OTHER RSA

17 BTEC NVQ LEVEL 1/FIRST/GENERAL CERTIFICATE

18 BTEC NVQ LEVEL 2/FIRST/GENERAL DIPLOMA

19 BTEC NVQ LEVEL 3/NATIONAL CERTIFICATE/DIPLOMA

20 BTEC NVQ LEVEL 4/HIGHER CERTIFICATE/DIPLOMA

21 BTEC DON'T KNOW NVQ LEVEL/OTHER BTEC

22 CITY & GUILDS NVQ LEVEL 1/PART 1

23 CITY & GUILDS NVQ LEVEL 2/PART2/CRAFT/INTERMEDIATE

24 CITY & GUILDS NVQ LEVEL 3/PART 3/FINAL/ADVANCED CRAFT

25 CITY & GUILDS NVQ LEVEL 4/CAREER EXTENSION/FTC

26 CITY & GUILDS DON'T KNOW NVQ LEVEL/OTHER C & G

27 CITY & GUILDS DIPLOMA OR VOCATIONAL EDUCATION (DVE)

NATIONAL

28 CITY & GUILDS DIPLOMA OF VOCATIONAL EDUCATION (DVE)

INTERMEDIATE


209

29 CITY & GUILDS DIPLOMA OF VOCATIONAL EDUCATION (DVE) NOT

KNOWN WHETHER NATIONAL OR INTERMEDIATE

30 NVQ (NOT RSA BTEC OR C & G) LEVEL 1




34 NVQ (NOT RSA BTEC OR C & G) DON'T KNOW LEVEL/OTHER NVQ

35 CPVE

36 INTERNATIONAL BACCALAUREATE

37 OND/ONC RECODE AS BTEC LEVEL 3

38 HND/HNC RECODE AS BTEC LEVEL 4

39 REGIONAL EXAMINING BODIES

40 PROFESSIONAL QUALIFICATIONS

42 OTHER BAND C NEC AT NVQ LEVEL 1




46 OTHER BAND C NEC NVQ LEVEL NOT STATED (INCLUDE LCCI) &

DUKE OF EDINBURGH PITMANS LIFE SAVING AWARDS

50 HIGH DEGREE OF POSTGRADUATE AWARDS

51 TEACHER TRAINING

52 FIRST DEGREE

53 DIPLOMA OF HIGHER EDUCATION (DIP HE)

54 OTHER HIGHER EDUCATION DIPLOMA OR CERTIFICATE

55 PROFESSIONAL QUALIFICATIONS - HIGHER EDUCATION

56 OTHER HIGHER EDUCATION

57 OTHER QUALIFICATION BAND NOT KNOWN

96 UNCLEAR/UNCODEABLE

97 NOT USED (NO QUALIFICATION)

98 Don't Know

99 NOT ANSWERED (QUALIFICATION NOT STATED)


210

APPENDIX D COGNITIVE QUESTIONNAIRES


211

P2030 YCS:JOINT SURVEYS OF 19 AND 17 YEAR OLDS

COGNITIVE PILOT

Questionnaire A HE


212

What are you doing now? 1. "What is your main activity at the moment. If you are temporarily sick or on holiday

please tell me what your “usual” activity is?: Out of work or unemployed 1

Modern Apprenticeship, National Traineeship, 2 Youth Training or other government supported training

In a full-time job (over 30 hours a week) 3

In a part-time job (if this is your main activity) 4

In full-time education at school or college 5

Taking a break from study or work 6

Looking after the home or family 7

Doing something else (Please write in below) 8

Future involvement in higher education 2 Have you applied or do you intend to apply for a Higher Education course this year. By HE course I mean a degree or HNC, HND or HE Diploma at university or college? Yes 1 GO TO Q5a

No 2 GO TO Q3

Don’t know 3 GO TO Q3

3 Do you intend to apply for a Higher Education course next year?

Yes 1 GO TO Q5a

No 2 GO TO Q4


4 Do you intend to apply for a Higher Education course sometime in the future? Yes 1 GO TO Q6

No 2 GO TO Q6



213

5a If you get a place on a higher education course will you take a “Gap Year” before going to university or college? Yes 1 GO TO Q5b

No 2 GO TO Q8

5b What do you expect will be the main thing you do during the gap year before you

start your higher education course? Interviewer probe if necessary and code one answer

Travelling 1

Working abroad 2

Working in Britain 3

Training 4

Something else (write in below) 5

Don’t know yet 6 5c Why have you chosen to take a gap year before starting higher education? Interviewer probe if necessary and code one answer To take a break from study 1

To become more independent/ gain experience 2

To earn money 3

To get work experience 4 GO TO Q8

To apply for an HE course after I have got my exam results 5

Everyone does 6

Something else (write in below) 7


214

6 What do you intend to be doing in 12 months time? Out of work or unemployed 1 GO TO Q8

Modern Apprenticeship, National Traineeship, 2 GO TO Q8 Youth Training or other Government supported training

In a full-time job (over 30 hours a week) 3 GO TO Q7

In a part time job (less than 30 hours a week, as your main activity) 4 GO TO Q7

Studying for a qualification other HE course 5 GO TO Q8

Looking after the home or family 6 GO TO Q8

Doing something else (write in below) 7 GO TO Q8

Don’t know 8 GO TO Q8 7 Are you or will you be looking for a job with or without training? Job with training 1

Job without training 2

Decision-making about higher education Ask all The next few questions are about Higher Education, that is studying at a university or college for a degree, HNC, HND or Higher Education diploma. 8 What would you say are the main advantages, if any, of taking a course in Higher

Education? INTERVIEWER PROBE IF NECESSARY AND MULTICODE A HE qualification will lead to a better job (than you would get otherwise) 1

A HE qualification is essential for some careers 2

A HE qualification will lead to increased earnings 3

To delay entering work/ gives you time to decide on a career 4

You can carry on learning 5

The social life/ lifestyle is attractive 6

It makes you more independent/ personal development 7

You can leave home/ get away from the area 8

Other (write in below) 9

None/no advantages 10


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9 What would you say are the main disadvantages, if any, of taking a course in Higher Education? INTERVIEWER PROBE IF NECESSARY AND MULTICODE It is expensive/ you can get into debt 1

You still have to depend on your parents for money 2

You have to delay earning money 3

Your friends start working and earning money while you are still studying 4

There is no guarantee of a good job at the end 5

The application process is difficult/ off-putting 6

It is difficult to know what it will be like beforehand 7

It can be hard to fit in/ settle in 8

The workload can be hard 9

Other 10

None / no disadvantages 11 Planning to go into HE 10 INTERVIEWER CHECK WHETHER RESPONDENT PLANNING TO GO INTO

HE THIS YEAR OR NEXT YEAR (QUESTIONS 2 AND 3) Planning to go into HE (Q2 or Q3=yes) 1 Go to Q11 Other 2 Go to Q15

11 When did you decide that you wanted to go to university or college? Would you say

that you ….READ… … decided in Years 12 or 13 at school, 1

decided in Years 10 or 11 at school, 2

decided earlier than Year 10 at school 3

or was it always expected that you would go? 4

12a Have you ever seriously considered not applying for a Higher Education course? Yes 1 Go to Q12b

No 2 Go to Q13a


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12b Were there any particular problems or difficulties with taking a course in Higher Education that led you to consider not applying?

Yes 1 Go to Q12c

No 2 Go to Q12d

12c What would you say was the main problem or difficulty? INTERVIEWER CODE ONE ANSWER It is expensive/ you can get into debt 1

You still have to depend on your parents for money 2

You have to delay earning money 3

Your friends start working and earning money while you are still studying 4



It is difficult to know what it will be like beforehand 7

It can be hard to fit in/ settle in 8

The workload can be hard 9

My family wanted me to start working/ earning a living 10

Teachers/ careers staff advised me not to 11

Other problem or difficulty (write in below) 12

12d If you hadn’t applied / didn’t apply for a Higher Education course, what do you think you would have done/ do instead?

CODE ONE OPTION. IF MORE THAN ONE MENTIONED ASK: Which of these would you have been most likely to do?

Be out of work/ unemployed 1

Take a Modern Apprenticeship, National Traineeship, 2 Youth training or other government supported training

Have a full-time job (over 30 hours a week) 3

Have a part-time job (less than 30 hours a week, as your main activity) 4

Take a full-time education course at a College of Further Education or other college 5

Look after the home or family 6

Do something else (write in below) 7

Don’t know 8


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13a Which university or college is your first choice? INTERVIEWER ENTER NAME OF INSTITUTION 13b What subject do you intend to study there? INTERVIEWER ENTER SUBJECT 13c Why have you chosen to study this subject at this university or college? INTERVIEWER PROBE IF NECESSARY AND MULTI-CODE

It has a good academic reputation 1

The course is the best available in my chosen subject 2

I would like to move to that area 3

I want to stay in this area 4

To keep my living costs low 5

To be with my friends/ partner 6

It offers a good social life 7

I should be able to get part-time work in that area/ keep my job 8

Other people in my family have been to that college/university 9

Other reason (write in below) 10


218

14 What were your reasons for deciding to apply for a Higher Education course? INTERVIEWER PROBE IF NECESSARY AND MULTICODE A HE qualification will lead to a better job (than I would get otherwise) 1

A HE qualification is essential for the career I want to go into 2

A HE qualification will lead to increased earnings 3

To delay entering work/ give me time to decide on a career 4

I wanted to carry on learning/ I am good at/ interested in my chosen subject 5

The social life/ lifestyle is attractive 6

To become more independent/ personal development 7

To leave home/ get away from the area 8

It was expected of me by teachers/ careers staff 9

It was expected of me by my family/friends 10


NOW GO TO Q18a Not planning to go into HE 15 When did you decide not to apply to university or college (this year or next year)? Would you say that you ….READ…



decided earlier than Year 10 at school 3

or you never thought it was an option? 4

Not decided yet 5

16a INTERVIEWER CHECK WHETHER RESPONDENT IN FT EDUCATION (Q1)

Q1=5 (FT Education) 1 GO TO Q16b

Other 2 GO TO Q26a


219

16b Do you think you may apply for a higher education course when you finish your current course?

Yes 1

No 2

Don’t know 3

17 What made you decide not to apply for a Higher Education course (this year or next

year)? It is expensive/ you can get into debt 1

I wanted to become financially independent 2

I wanted to start earning money 3



I wasn’t sure what would be like/ I didn’t have enough information 6

I was worried about fitting in/ settling in 7

The workload can be hard/ doubts about ability to finish course 8

Teachers/ careers staff advised me to get a job 9

Family encouraged me to start working 10

My friends were looking for jobs 11


Not yet decided 13 Influences on the decision 18a I am going to read out a list of people and would like you to tell me whether or not

you ever talked to them about your decision whether or not to apply to university or college.

18b School teachers?

Yes 1

No 2

18c Careers advisers?

Yes 1

No 2


220

18d Your parents? Yes 1

No 2

18e Your brothers or sisters?

Yes 1

No 2

18f Your friends?

Yes 1

No 2

19a INTERVIEWER CHECK: How many yes answers between Q18b and Q18f?

None 1 GO TO Q20

1 2 GO TO Q19b

2 or more 3 GO TO Q19b

19b Did any of the people/ the person you have mentioned talking to help you make

your mind up about whether or not to apply to university or college?

Yes 1 GO TO Q19c

No 2 GO TO Q20

19c INTERVIEWER CHECK 19a:

If 19a= 2 or more (code 3) 1 GO TO Q19d

Other 2 GO TO Q20

19d Which of those people had the most influence on your decision about whether or not

to apply to university or college? INTERVIEWER CODE ONE ANSWER ONLY School teachers 1

Careers advisers 2

Parents 3

Brothers or sisters 4

Other relatives 5

Friends 6


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19e How much do you think you were influenced by other people when making your decision about whether or not to apply to university or college. Would you say it was… READ…

a lot, 1

a little, 2

or not at all? 3

20 How well would you say you are coping with your current course(s)? Would you say you are coping…READ… very well 1

quite well 2

not very well 3

not at all well? 4

21 INTERVIEWER CHECK WHETHER RESPONDENT PLANS TO APPLY TO HE

THIS YEAR OR NEXT (Q10)

Respondent plans to apply to HE (Q10=yes) 1 GO TO Q22

Q10=no 2 GO TO Q21a

21a READ Now I am going to read out a list of things which have influenced some

people in deciding to apply to university or college. 21b Firstly, what if you were coping better with your current course(s)? Would this have made you more likely to apply to university or college or would it have made no difference? Yes – more likely to have applied to university/college 1

No – would have made no difference 2

Not sure 3

21c What if more funding had been available to support you while at university or

college? Would this have made you more likely to apply or would it have made no difference?

Yes – more likely to have applied to university/college 1


Not sure 3


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21d What if you have received more encouragement to apply to university or college from family and friends? Would this have made you more likely to apply or would it have made no difference?



Not sure 3

21e What if there was a suitable university or college nearer to your home than at

present? Would this have made you more likely to apply or would it have made no difference?



Not sure 3

21f Would being able to do a university or college course part-time or in the evenings

have made you more likely to apply or would it have made no difference? Yes – more likely to have applied to university/college 1


Not sure 3

21g What if you knew that going to university or college would lead to you getting a better job than you would be able to get otherwise? Would this have made you more likely to apply or would it have made no difference?



Not sure 3

21h What if you found that the courses available to you at universities or colleges were more interesting than at present? Would this have made you more likely to apply or would it have made no difference?



Not sure 3

NOW GO TO Q26a


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Fees and student information 22 Now a question about student loans and fees and the costs of Higher Education?

Where have you obtained information about this subject from? School advisers 1

LEA Financial Support booklet 2

DfEE information line (telephone) 3

DfEE website 4

DfEE leaflets 5

UCAS 6

Student Loans Company 7

University or college 8


No information obtained 10 23 INTERVIEWER Check Q22

Any sources of information at Q22 1 GO TO Q24

No information mentioned at Q22 2 GO TO Q25

24 Now I am going to ask you about each of the types of information you have just

mentioned. 24a Write in first source of information mentioned at Q22

How easy to understand was the information from type of information? Was it…READ…

very easy 1

quite easy 2

neither easy or difficult 3

quite difficult 4

very difficult? 5


224

24b Write in second source of information mentioned at Q22 How easy to understand was the information from type of information? Was it…READ… very easy 1

quite easy 2


quite difficult 4

very difficult? 5

24c Write in third source of information mentioned at Q22

How easy to understand was the information from type of information? Was it…READ…

very easy 1

quite easy 2


quite difficult 4

or very difficult? 5

25 How much information do you feel that you have about student loans and fees and the costs of Higher Education? Would you say that you have …READ… … all the information you need, 1

just about enough information, 2

or too little information? 3

ASK ALL 26a Have any of your parents or step-parents ever attended college, polytechnic or

university? Yes 1

No 2

26b Have any of your brothers and sisters ever attended college, polytechnic or

university? Include step-brothers and sisters.

Yes 1

No 2


225

27 We would like to check how many of your friends who are/ were in the same year as you at school/ college are planning to go into Higher Education. Would you say that … READ… … all of them are, 1

most of them are, 2

a few of them are, 3

or hardly any of them are? 4


226

P2030 YCS:JOINT SURVEYS OF 19 AND 17 YEAR OLDS

COGNITIVE PILOT

Questionnaire B (Options and Choices) Current Activity 1. "What is your main activity at the moment. If you are temporarily sick or on holiday

please tell me what your usual activity is?": Out of work or unemployed 1

Modern Apprenticeship, National Traineeship,

Youth Training or other government supported training 2

In a full-time job (over 30 hours a week) 3

In a part-time job (if this is your main activity) 4

In full-time education at school or college 5

Taking a break from study or work 6

Looking after the home or family 7

Doing something else (Please write in below) 8

The Future 2. I am now going to ask you some questions about what you expect to be doing

over the next few years. Please tell me what you what you think your main activity will be in a year’s time?

Be unemployed / look for work 1

Modern Apprenticeship, National Traineeship


Full-time job (30 or more hours per week) 3

Part-time job (29 or less hours per week)4

Full-time education at college or university 5


227

Take a break from study / work 6


Something else (write below)8

Don't Know 10 3. Now please tell me what you think you will be doing as your main activity when you are '21 (If currently 17) / 23 (If currently 19)?


Modern Apprenticeship, National Traineeship







Something else (write below)8

Don't Know 10 4. You've just told me what you think you'll be doing as your main activity when you are 21 (If currently 17) / 23 (If currently 19)?. Would you say this is what you want to do? Yes 1 GO TO Q6a No 2 ASK Q5 5. What would you like to do? WRITE IN


228

WORK - Those who expect to be in work when aged 23 6a. INTERVIEWER CHECK QUESTION 3 Respondent expects to be working full or part time (codes 3 or 4) 1 ASK Q6b Others 2 GO TO Q12a 6b. You've told me that when you are '21 (If currently 17) / 23 (If currently 19)' you expect to be to be in a full / part time job. Do you know what kind of job you would expect to be doing? Yes 1 ASK Q6c No 2 GO TO Q8 6c. Other than the qualifications you might currently be studying for, are there any qualifications you want to take to help you get the job kind of job you expect to be doing? INTERVIEWER: EXCLUDE ON-THE-JOB TRAINING THAT DOES NOT LEAD TO A QUALIFICATION Yes 1 ASK Q7 No 2 GO TO Q8 {If needs qualifications to get current job} 7. 'What qualifications do you expect to study for?' GCSE 1

A/S Level 2 A Level 3

GNVQ 4 Vocational A levels 5

NVQ's 6 Modern Apprenticeships7

National Traineeships 8 Youth Training9 Degree 10 Diploma 11

Other (Write In ) 12


229

8. INTERVIEWER CHECK QUESTION 1

Respondent is working full or part time (codes 3 or 4) 1 GO TO Q8a Others 2 ASK Q10a 8a. INTERVIEWER CHECK QUESTION 6c Are qualifications respondent wants to do (Code 1) 1 GO TO Q11 Others 2 ASK Q9 9. You have told me that by the age of '21 (If currently 17) / 23 (If currently 19) you expect to be working full or part time. Will your current job train you to be able to do what you want by the age of 21 / 23? Yes 1 GO TO Q11 No 2 GO TO Q11 10a. INTERVIEWER CHECK QUESTION 6c Are qualifications respondent wants to do (Code 1) 1 GO TO Q11 Others 2 ASK Q10b 10b. You have told me that by the age of '21 (If currently 17) / 23 (If currently 19) you expect to be working full or part time. Will you need to find a job to train you to be able to do what you want by the age of 23?

Yes 1 No 2

11. Do you think you will get the qualifications and experience you'll need to get the job you want when you're '21 (If currently 17) / 23 (If currently 19)?

Yes 1 GO TO Q 14 No 2 GO TO Q 14


230

All those who want to be in education when aged 23 12a. INTERVIEWER CHECK QUESTION 3

Respondent expects to be in education (code 5) 1 ASK Q12b Others 2 GO TO Q14

12b. You've told me that when you are 23 you expect to be in education. Other than the course or training you are currently doing, is there any other education or training you need to do in order to be able to do the course or training you would like when you are 23?

Yes 1 ASK Q13 No 2 GO TO Q14 13. What qualifications or training course do you need to do?

GCSE 1

A/S Level 2

A Level 3

GNVQ 4

Vocational A levels 5

NVQ's 6

Modern Apprenticeships7

National Traineeships 8

Youth Training 9

Degree 10

Diploma 11

Other (Write In ) 12


231

Concerns 14. INTERVIEWER CHECK Q1

Respondent in education or training (Codes 2 or 5) 1 GO TO Q27a Others 2 Ask Q15

15. Some people find it difficult to do courses for various reasons. I am now going to read a list of reasons people sometimes give. For each reason please tell me whether, if you were offered a place on a course or training program, it would be difficult for you to accept the course for that reason. Firstly, 'My parents or family would prefer me to get a job?' 1. Yes - applies

2. No - Does not apply 16. (If you were offered a place on a training course would this apply to you?) I would be worried about having enough money to support myself during a course? 1. Yes - applies

2. No - Does not apply 17. (If you were offered a place on a training course would this apply to you?). I would be worried about having to work part-time and do a course at the same time? 1. Yes - applies 2. No - Does not apply 18. (If you were offered a place on a training course would this apply to you?). I would be worried about not being able to finish the course because I didn't enjoy it? 1. Yes - applies

2. No - Does not apply 19. (If you were offered a place on a training course would this apply to you?). I would be worried whether I would choose the right course?

1. Yes - applies 2. No - Does not apply


232

20. (If you were offered a place on a training course would this apply to you?). 'I would be worried about fitting the course around my family commitments? 1. Yes - applies 2. No - Does not apply 21. (If you were offered a place on a training course would this apply to you?). 'I didn't want to be taught in a classroom - its just like school? 1. Yes - applies 2. No - Does not apply 22. (If you were offered a place on a training course would this apply to you?). I wouldn't want to deal with teachers anymore?

1. Yes - applies 2. No - Does not apply 23. (If you were offered a place on a training course would this apply to you?). I would feel that I was at an age when I needed to earn money rather than study?

1. Yes - applies 2. No - Does not apply 24. (If you were offered a place on a training course would this apply to you?). I would worry that I was not very good at getting qualifications?

1. Yes - applies 2. No - Does not apply 25. (If you were offered a place on a training course would this apply to you?). I would worry about being treated like a kid again, just like being at school?

1. Yes - applies 2. No - Does not apply 26. (If you were offered a place on a training course would this apply to you?). I would prefer to learn on the job rather than do a formal course or training?

1. Yes - applies 2. No - Does not apply


233

Work 27a. INTERVIEWER CHECK QUESTION 1

Respondent in work (Codes 3 or 4) 1 ASK Q27b Others 2 GO TO Q32a

27b. Does your employer have jobs different from the one you're doing now that you would like to do in the future?

Yes 1 ASK Q28 No 2 GO TO Q31 28. Does your employer offer any on or off-the-job training that would help you when applying for one of these jobs?

Yes 1 ASK Q29 No 2 GO TO Q30 29. Would you be eligible to apply for this training?

Yes 1 No 2 30. Would you need to obtain more qualifications before applying for this job?

Yes 1 No 2 31. Does your current job give you on-the-job training that would help you get one of the jobs you would like?

Yes 1 No 2


234

NEETS {All} 32a. Are you currently doing any…READ… Work 1 GO TO Q45 Education 2 GO TO Q45 Training? 3 GO TO Q45 None of these 4 ASK Q32b 32b. 'Please tell me whether you agree or disagree with the following statement' 'There are no decent jobs or courses available where I live?" Agree 1 ASK Q33 Disagree 2 GO TO Q35 33. 'Are there any courses or types of training that you would like to have available in your local area?'

Yes 1 ASK Q34 No 2 GO TO Q35

34. Please tell me what types of courses or training you would like to see? WRITE IN 35. Many people have difficulty in finding suitable work in their local area. Please tell me if each of the following is a difficulty in your local area? 'There aren’t any suitable jobs?' Yes - a difficulty 1 No - not a difficulty 2 36. (Is this a difficulty in your local area?) The only jobs are low wage or part-time? Yes - a difficulty 1 No - not a difficulty 2


235

37. (Is this a difficulty in your local area?) There is no suitable training available for the jobs I want to do Yes - a difficulty 1 No - not a difficulty 2 38. (Is this a difficulty in your local area?) Employers discriminate against me on the grounds of sex Yes - a difficulty 1 No - not a difficulty 2 39. (Is this a difficulty in your local area?) Employers in my area discriminate against me on the grounds of poor health Yes - a difficulty 1 No - not a difficulty 2 40. (Is this a difficulty in your local area?) Employers in my area discriminate against me on racial grounds Yes - a difficulty 1 No - not a difficulty 2 41. (Is this a difficulty in your local area?) I don't have access to transport to get me to the jobs I want

Yes - a difficulty 1

No - not a difficulty 2 42. (Is this a difficulty in your local area?) Employers won't employ people who live where I do

Yes - a difficulty 1 No - not a difficulty 2 43. Are there any other problems with the jobs or training that are available in your local area? WRITE IN


236

44. In general would you prefer to do training through a job or would you prefer a course offered as part of a job on a course at a college? 1 Training through a job 2 Training offered by a college


237

HELP AND ADVICE {ALL} 45. I would now like to ask you where you would go for advice about some of the things we have been talking about - this might be a professional person, a frind or member of your family. Who would you talk to if you wanted some advice about looking for a new job or training place? PROBE FULLY AND MULTI-CODE

The Careers Service 1 The Employment Service / Job Centre 2

Teachers from a school or college3 Employers or managers at work 4

Work colleagues 5 Parents 6

Brothers or sisters 7 Other family members 8

Friends 9 A private careers advice agency 10

Someone else 11 No-one / I would not need advice about this 12

Don’t know 13 NO Q 46 47. Who would you talk to if you wanted some advice about studying for a new academic or work-related qualification at school or college? PROBE FULLY AND MULTI-CODE

The Careers Service 1 The Employment Service / Job Centre 2

Teachers from a school or college3 Employers or managers at work 4

Work colleagues 5 Parents 6

Brothers or sisters 7 Other family members 8

Friends 9 A private careers advice agency 10

Someone else 11 No-one / I would not need advice about this 12

Don’t know 13


238

48. Have you asked for advice about jobs or education or training courses from particular people or organisations in the last two years? Yes 1 ASK Q49 No 2 GO TO Q58 49. In the last two years, have you ever asked for advice about jobs or education or training courses from… The Careers Service? Yes 1 No 2 50. (In the last two years, have you ever sought advice about jobs or education or training courses from …) The Employment Service or job Centre? Yes 1 No 2 51. In the last two years, have you ever sought advice about jobs or education or training courses from …) A teacher at a school or college? Yes 1 No 2 52. (In the last two years,, have you ever sought advice about jobs or education or training courses from …) Employers or managers at work? Yes 1 No 2 53. (In the last two years, have you ever sought advice about jobs or education or training courses from …) Work colleagues? Yes 1 No 2 Haven't worked 3


239

54. In the last two years, have you ever sought advice about jobs or education or training courses from …) A parent? Yes 1 No 2 55. (In the last two years, have you ever sought advice about jobs or education or training courses from …) Brothers or sisters? Yes 1 No 2 Don't have any 3 56. (In the last two years, have you ever sought advice about jobs or education or training courses from …) A friend? Yes 1 No 2 57. (In the last two years, have you ever sought advice about jobs or education or training courses from …) A private careers advice agency Yes 1 No 2


240

Parents 58. Do you live with your father? Yes 1 GO TO Q59 No 2 ASK Q58a 58a. Are you in regular contact with your father? IF ASKED : regular contact is contact at least once a month by phone or in person (DO NOT READ OUT):

Yes 1 No 2

Mother is deceased 3 59. Do you live with your mother? Yes 1 GO TO Q60 No 2 ASK Q59a 59a. Are you in regular contact with your mother? IF ASKED : regular contact is contact at least once a month by phone or in person (DO NOT READ OUT):

Yes 1 GO TO Q60 No 2 GO TO Q60

Mother is deceased 3 GO TO Q60 60. INTERVIEWER CHECK QUESTIONS 58, 58a, 59, 59a Lives with mother OR has regular contact 1 ASK Q61 Lives with father OR has regular contact 2 ASK Q61 Does not live with either parent or have regular contact 3 GO TO Q66a


241

61. Parents sometimes have an idea of what they would like their children to do when they grow up. How happy would you say your mother AND / OR father are with what you are currently doing. Would you say they are…READ…

very happy 1 GO TO Q63 fairly happy 2 GO TO Q63

neither happy nor unhappy 3 GO TO Q63 fairly unhappy, or 4 ASK Q61a or very unhappy? 5 ASK Q61a 61a. What would you parents they like you to be doing? WRITE IN


242

62. NO Q62 63. Please tell me whether your parent(s) have or have not helped you out in each of the following ways since last year. Firstly, financial support such as an allowance or pocket money? Yes 1 No 2 64. (Please tell me whether your parents have or have not helped you out in each of the following ways since last year). Secondly, help with childcare or childcare costs? Yes 1 No 2 65. (Please tell me whether your parents have or have not helped you out in each of the following ways since last year). Help with finding employment? Yes 1 No 2


243

66a. INTERVIEWER: IS respondent… 17 Years Old 1 END OF INTERVIEW 19 Years Old 2 ASK Q66b

66b. INTERVIEWER CHECK QUESTION 3


Modern Apprenticeship, National Traineeship 2







Something else 9

66c. You have told me that by the age of '21 (If currently 17) / 23 (If currently 19)? you expect to be (INSERT ANSWER AT Q66a). If you were not able to do this for whatever reason would you consider doing some (more) full-time education to achieve this or perhaps to train to do something different? Yes 1 No 2 67. Now a question about Modern Apprenticeships? Would you say they are…READ…

mainly for people about your age, 1 mainly for younger people, or 2 mainly for older people? 3

68. How about National Traineeships? Would you say they are…READ…

mainly for people about your age, 1 mainly for younger people, 2 mainly for older people? 3


244

69. (Please tell me whether you agree or disagree with each of the following statements). 'GCSE's are only for those aged up to 16 and I am too old to study them'

Agree 1 Disagree 2

70. (Please tell me whether you agree or disagree with each of the following statements). 'A levels are only for those aged 18 or so and I am too old to study them'

Agree 1 Disagree 2


245

APPENDIX E POSTAL QUESTIONNAIRES

What are youdoing now?

A national survey of the opinions and experiences of 16-21 year olds

C10

Pathways 2000

This booklet is about school or college and, if you have left full-time education, about what you have done since then.

It will not take long to fill in since not all questions will apply to you. Please follow the arrows to see where to go.

If anything is unclear or you need more information please call freephone 0800 6520157. This line is staffed Monday-Friday 9:30am-5:30pm.

Everything you say will be treated in complete confidence.

Thank you for your help

Yours sincerely,

Rory FitzgeraldNational Centre for Social Research35 Northampton SquareLondon EC1V OAX


Most of the questions have boxes beside them and you will give your answer like this:

In other cases we might ask you to write in a box like this:

Sometimes we might ask you to write a date. For example you would write July 2000 like this:

Month YearEnter month and year(eg Jan=01, Feb=02)

1

0 7 2 0 0 0

History

C10

Here are some things people have said about work and education. Please say whether you agree or disagree for each one.

Tick one box in each rowDon’t

Agree Disagree know

Since Year 11 the courses, jobs or training I have done havegenerally worked out well for me

I know how to find out about future work, education or training opportunities


I am optimistic about the future


I want to do more training or education in the future

I have got all the qualifications I need for the job or course I want to do

We would like to know what you are doing at the moment.Please tick one box to show us what your main activity is.If you are temporarily sick or on holiday please tick your usual activity.

Tick one box

Out of work or unemployed

Modern Apprenticeship, National Traineeship,or other government supported training


In a part-time job (if this is your main activity)

In full-time education at school or college

Taking a break from study or work

Looking after the home or family

Doing something else (Please write in below)

1

2

WHAT ARE YOU DOING NOW?

YOUR VIEWS ABOUT WORK AND EDUCATION

2

2

2

2

2

2

2

8

8

8

8

8

8

8

1

1

1

1

1

1

1

01

02

03

04

05

06

07

08

SN 1-6CN 7-8

214

215

216

217

218

219

220

Batch 09-13

221-222

Spare (223-226)

C10

Besides your main activity, are you doing any of the following?Tick one box in each row

Yes No

Looking after your own children or family?

Doing voluntary work?

Developing your own skills (such as music, art, sport)?

Working in one or more part-time jobs?

Doing a part-time education course?

Looking for a job or education or training place?

We would also like to know what you have been doing since January 2000.Please tick one box for each month to show us what you were doing for all,or most of that month. If in any month you were on holiday or were off sick please tick your usual activity.

2000Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov


Modern Apprenticeship, National Traineeshipor other government supported training


In a part-time job (if this was your main activity)

In full-time education at school or college




1

1

1

1

1

1

2

2

2

2

2

2

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

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8

1

2

3

4

5

6

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8

1

2

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1

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7

8

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7

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227

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233 234 235 236 237 238 239 240 241 242 243

C10

Since 1st January 2000 have you obtained any qualifications such as GCSEs, A / S levels, A-levels, NVQs or GNVQs?

Yes No Go to

Which qualifications have you obtained?

GCSEs (All other qualifications should be entered further down the page)

Subject Your results (Tick)(Write in below) A/A* B C D E F G U

(Continue on a separate sheet if necessary)

Other qualifications

Qualification name Qualification level Subject Results(eg A / S, A-level, (If applicable) (Pass, failGNVQ,Vocational or grade)A-Level, NVQ, etc)

At present are you enrolled on a full-time education course at school or college?

Yes No Go to

Are you still attending (including waiting for term to restart)?

Yes

No

QUALIFICATIONS OBTAINED SINCE JANUARY 2000

FULL-TIME EDUCATION

1

1

1

1

1

1

2

2

2

2

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1 2

1 2

244

245-48

249-52

253-56

257-60

261-64

265-68

309-16

317-24

325-32

333-40

341-48

349-56

Spare (269-80) SN 1-6CN 7-8

Spare (357-80) SN 1-6CN 7-8

410

409

5

6

7

8

1

2

14

7

C10

Are you still enrolled at the school where you were for Year 11?

Yes Go to

No

Where are you mainly taking your present course, or courses?Tick one box

School

Sixth form college

College of Further Education or tertiary college

Independent or other college


Other (Please write in below)

Do you receive a maintenance grant or regular money from your school, college or Local Education Authority (including money suchas a scholarship or bursary, access funds or help with travel)?Do not include a grant covering tuition fees only.

Tick one box in each row

Yes No

Yes – An Education Maintenance Allowance

Yes – Other Local Education Authority grant

Yes – grant from a school or college

When did you start this course or courses?If you are at school, when did you start Year 12 / the 6th Form?


When do you expect to finish this course or courses?If you are at school, when do you expect to leave school?Please give your best estimate.


Don’t know1

9

10

11

12

13

11

412

Spare (413-14)

415

416

417

418-423

424-429

430

411

2

1

1

2

3

4

5

6

1

1

1

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2

2

C10

Apart from any courses you have already mentioned at question 7 are you enrolled on a part-time course of education, not counting any course you are taking for leisure purposes only?Do not include courses which are part of a full-time job or training course – these will be covered later. Please include correspondence courses and open learning courses.

Yes No Go to

Where are you mainly taking your present part-time course?If you are taking more than one part-time course, give details of the main one.

Tick one box

College of Further Education or tertiary college

Private college

Private training college


Work

Home

Somewhere else (Please write in below)

PART-TIME EDUCATION

14

15

16

Spare (433-34)

432

431

1 2

1

2

3

4

5

6

7

C10

At present are you studying for GCSEs, A / S or A-level qualifications?Do not include GNVQ vocational A-Levels here - these are covered at question 18.

Yes No Go to

Please tell us which qualifications and subjects you are studying for:

Please write in subjects below

GCSE? Yes

No

A / S level? Yes

No

A-level? Yes

No

At present are you studying for any GNVQs or vocational A-levels?Please do not include NVQs here – these are covered at question 20.

Yes No Go to

Please tell us:(i) The level you are studying for.(ii) Whether you are studying for a full award or certain units only

(or number of units for vocational A-levels).(iii) The subjects.

(i) (ii) (iii)Level Studying for (Tick) Subject(Tick) Certain (Please write in)

Full unitsaward only

Foundation GNVQ or

Intermediate GNVQ or

Vocational A-level / 3 units 6 units 12 unitsAdvanced GNVQ or or

19

18

1

2

1

2

1

2

QUALIFICATIONS BEING STUDIED FOR NOW

16

17

18

1 2

201 2

1

1

1

1 2

1 2

1 2 3

436

437-66

547

548

549-66

609

610

611-628

629

630

631-48

527

528-45

467

Spare(468-80)

SN 1-6CN 7-8

Spare(567-80)

SN 1-6CN 7-8

435

546

509-26

C10

At present are you studying for an NVQ (National Vocational Qualification) or any other vocational or professional qualification including BTEC (Edexcel), City and Guilds or RSA (OCR) qualifications?

Yes No Go to

Please tell us more about the qualification(s) you are studying for. First tick a box or boxes under (i) to show us what you are studying for; then fill in (ii) and (iii) where necessary. Do not enter the same qualification on more than one line.

(i) (ii) (iii)

Studying for Main Subject NVQ level (equivalent)Tick Write in Tick one box

Certain NotFull units 1 2 3 4 Sure

award only

NVQ or

or

or

Studying for(Tick)

BTEC / First CertificateEdexcel

First Diploma

National Certificate / Diploma

Other BTEC/Edexcel(Give NVQ level)

City & Guilds Part 1

Part 2 / Craft / Intermediate

Part 3 / Final / Advanced Craft

Other City & Guilds(Give NVQ level)

RSA (OCR) Certificate

First Diploma

Advanced Diploma

Other RSA (OCR)(Give NVQ level)

Other vocational or professional qualifications

Qualification

20

21

649

221 2

2

2

1 2 3 4 8

1 2 3 4 8

1

2 1 2 3 4 81

1

834-858

909-933

809-833

SN 1-6CN 7-8

1034-1058

1109-1133

SN 1-6CN 7-8

1134-1159

1209-1233

SN 1-6CN 7-8

1234-1258

1309-1333

SN 1-6CN 7-8

1334-1359

1409-1435

1436-1462

1509-1535

SN 1-6CN 7-8

SN 1-6CN 7-8

SN 1-6CN 7-8

934-959

1009-1033

SN 1-6CN 7-8

1 2 3 4 8

1 2 3 4 8

1 2 3 4 8

1 2 3 4 8

1 2 3 4 8

1 2 3 4 8

1

2

3

4

1

2

3

4

1

2

3

4

709-734

735-760

650-675

SN 1-6CN 7-8

SN 1-6CN 7-8

C10

JOBS AND TRAINING

Are you currently doing any paid work or work-based training?Include the New Deal and other government supported training.Include part-time work.

Yes No Go To

Please answer the questions below about your current job or training(if you have more than one, answer about the one with the most hours per week).

Did you start this before or since the 1st January?

Before 1st January 2000 Go To

Since 1st January 2000

When did you start this job or training?


What is the name of your job / the work you are being trained to do? Please write in:

What work do you mainly do there? Please write in:

Including yourself, about how many people work at the same place as you?

1-9

10-24

25-49

50-99

100 or more

What does the firm or organisation, where you work or receive your training, make or do? (If you are self-employed, please tell us what you make or do.)Please write in:

28

1

2

3

4

5

1 2

2

23

22

24

25

26

27

38

331

1664

1663

1665-1670

1709

SOC 1671-1673ES 1674-1675

SEG 1676-1677SC 1678

SN 1-6CN 7-8

Spare (1679-80)

SIC 1710-1711

C10

Are you an employee, self-employed or an employer ? Tick one box

Employee Go to

Self-employed (no employees) Go to

Employer (with employees) Go to

Are you a manager, a supervisor or neither of these? Tick one box

Manager

Supervisor

Neither of these

Have you been taken on permanently, or is the job temporary? Tick one box

Permanent

Temporary

Not sure

Is this job or training any of the following?Tick all that apply

A Modern Apprenticeship

A National Traineeship

Work-based training through the New Deal

Other government supported training (Please write in below)

None of these

Some young people have a legal right to paid time off work to study or train forqualifications. Do you think this applies to you?

Yes No Go to

Not sure Go to

Have you taken advantage or this?

Yes Go to

No

Do you think you will take advantage of this in the next year?

Yes

No

1

2

3

1

2

3

1

2

3

4

5

1

2

3

1

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1

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36

3

2 31

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36

1712

1713

1714

1715-1718

Spare (1719-1720)

1721

1722

1723

C10

1 30

In the last four weeks, have you received any on-the-jobtraining, that is training in the course of your usual work?

Yes

No

In the last four weeks have you received any off-the-job training, that is training away from your usual place of work?

Yes

No

Did you do any paid work last week, that is, in the last 7 days?

Yes, full-time work (over 30 hours per week) Go to

Yes, part-time work Go to

Yes, occasional job Go to

No

Is this because you have a job but were away from it last week?

Yes Go to

No

Did you do any unpaid work last week for any business that you or a relative own?

Yes

No

Are you currently waiting to start a job that you have already obtained?

Yes

No

1

2

1

2

1

2

1

2

36

37

38

39

40

41

45

45

45

ON-THE-JOB AND OFF-THE-JOB TRAINING

WORK AND LOOKING FOR WORK

4

2

3

2

1

1725

1724

1726

1727

1728

1729

1 45

C10

Have you been looking for a job or training place in the last 4 weeks?

Yes – full-time job or training No Go to

Yes – part-time job or training

If a job or training place had been offered to you this week,would you have been able to start within 2 weeks?

Yes Go to

No

What is the main reason why not?Tick one box

I am waiting for the results of an application for a jobor being assessed by a training agent

I am a full-time student

I am taking a break from study or work

I am pregnant or looking after the home or children or family




Other reason (Please write in below)

31

2

01

02

03

04

05

06

07

08

42

43

44

44

2

1730

1731

1732-1747

Spare 1748-1753

1 45

C10

Do you get any regular benefits, such as Income Support, disability or incapacity benefits or any other regular benefits?Please do not include Child Benefit.

Yes

No

Are you currently in employment or doing any education or training?

Yes Go To

No

For many people there are things outside their control which make it difficult for them to be in education, training or employment. Others choose not to be in these because they want to do other things. For each of the things listed below please tick one box to indicate whether or not this applies to you.


Doesn’tApplies applyto me to me

I am currently having a break from study

I need more qualifications and skills to get ajob or education or training place

I am currently looking after the home or children

I am currently looking after other family memberssuch as a parent or other relative

I have poor health or a disability

I have housing problems

I have family problems

I (would) find it difficult to travel to work or collegebecause of poor transport where I live

I would be worse off financially in work or on a course

There are no decent jobs or courses available where I live

I have not yet decided what sort of jobor course I want to do

I have not found a suitable job or course

I have other reasons (Please write in below)

1

1

1

1

1

1

1

1

1

1

1

1

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1 2

48

46

47

2

11809

1810

1811

1812

1813

1814

1815

1816

1817

1818

1819

1820

1821

1822

Spare 1822-1827

1

2

45

SN 1-6CN 7-8

Spare (1755-1780)

1754

C10


Do you live with any of the following people? Tick one box in each row

Yes No

Father or step father?

Mother or step mother?

Brothers or sisters

Any other relatives (other than own children)?

Friends?

Anyone else except own children or partner / spouse (Please write in below)?

Do you have any children of your own who live with you?Yes

No

Do you live with a husband, wife or partner?Yes

No

Do you have a disability or health problem, which you expect will last for more than a year, and which affects your ability to carry out normal day-to-day activities?

Yes

No

If there is anything else you would like to tell us about what you have done in the period since 1st January 2000 please write below and use additional paper if you need to.

1

2

1

2

1

2

1

1

1

1

1

1

2

2

2

2

2

2

48

49

50

51

52

YOU AND YOUR HOUSEHOLD

1828

1829

1830

1831

1832

1833

Spare (1834-1836)

1837

1838

1839

C10

Please PRINT your full name, address and telephone number below:

First name

Last name

Address

Postcode

Telephone

Email

In case we should have difficulty getting post to if you move, please PRINT the name, address and telephone number of someone (with a different address from your own) who will know where to reach you (such as an aunt or uncle, olderbrother, sister or a close friend).

Mr/Mrs/Ms/Miss

First name

Last name

Address

Postcode

Telephone

ADDRESS DETAILS

C10


A national survey of the opinions and experiences of 16-21 year olds

C9

Pathways 2000

This booklet is about school or college and, if you have left full-time education, about what you have done since then.


If anything is unclear or you need more information please call freephone 0800 6520157. This line is staffed Monday-Friday 9:30am-5:30pm.



Yours sincerely,







1

0 7 2 0 0 0

History

C9


Tick one box in each rowDon’t

Agree Disagree know









Tick one box


Modern Apprenticeship, National Traineeship,or other government supported training



In full-time education at university, college or school




1

2



2

2

2

2

2

2

2

8

8

8

8

8

8

8

1

1

1

1

1

1

1

01

02

03

04

05

06

07

08

SN 1-6CN 7-8

214

215

216

217

218

219

220

Batch 09-13

221-222

Spare (223-226)

C9

Besides your main activity, are you doing any of the following?Tick one box in each row

Yes No







We would also like to know what you have been doing since January 2000.Please tick one box for each month to show us what you were doing for all,or most of that month. If in any month you were on holiday or were off sick please tick your usual activity.

2000Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov


Modern Apprenticeship, National Traineeshipor other government supported training







1

1

1

1

1

1

2

2

2

2

2

2

1

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8

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8

1

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7

8

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7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

3

4

227

228

229

230

231

232

233 234 235 236 237 238 239 240 241 242 243

C9


Since 1st January 2000 have you obtained any vocational or professional qualifications,including any units you have been awarded? (Do not include any academic qualifications on thispage. We ask about them at question 7.)

Yes No Go to

Please tell us about these qualifications below. First tick the appropriate box under (i) for each qualification, then write the subject in under (ii) and, if appropriate, tick a box under (iii).

(i) (ii) (iii)

Achieved Main Subject NVQ level (equivalent)Tick Write in Tick one box


award only

NVQ or

or

GNVQ Foundation or

Intermediate or

Number of units12 6 3

units units unitsAdvanced / or or

Vocational A-Level

Achieved


First Diploma


Other BTEC / Edexcel(Give NVQ level)






First Diploma

Advanced Diploma



Qualification

6

5

1 2 7 244

245-270

309-334

SN 1-6CN 7-8

335-359

409-433

SN 1-6CN 7-8

534-558

609-633

509-533

SN 1-6CN 7-8

734-758

809-833

SN 1-6CN 7-8

834-859

909-933

SN 1-6CN 7-8

934-958

1009-1033

SN 1-6CN 7-8

1034-1059

1109-1135

1136-1162

SN 1-6CN 7-8

634-659

709-733

SN 1-6CN 7-8

434-458

SN 1-6CN 7-8

C9

2

2

1 2 3 4 8

1 2 3 4 8

1 2 3 4 8

1 2 3 4 8

1 2 3 4 8

1 2 3 4 8

1 2 3 4 8

2

2

2 3

1

2

3

4

1

2

3

4

1

2

3

4

1

1

1

1

1

Since 1st January 2000 have you obtained any A-levels, A / S levels, GCSEs or other academic qualifications?(We ask about GNVQs at question 6.)

Yes No Go to

Please tell us about these qualifications below. Please continue on a separate sheet if necessary.

Type of qualification (Please tick) Subject Grade

A-level A / S GCSE Other academic (Write in below) (Write in below)

At present, are you studying full-time for any qualifications, either vocational (work-related) or academic?‘Full-time’ includes a sandwich course.

Yes No Go to

Is this a Sandwich Course?Yes

No

Where are you studying? Tick one boxIf on sandwich course tick current location.

University

Higher Education College

College of Further Education / tertiary college

Independent/ other college

School

Sixth form college


Training run by your employer / training provider

Your place of work


1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

1

2

01

02

03

04

05

06

07

08

09

10

1 2

1 2

7

8

FULL-TIME EDUCATION

9

10

11

9

15

SN 1-6CN 7-8

1209

1210-1215

1216-1221

1222-1227

1228-1233

1234-1239

1240-1245

Spare (1246-1253)

1254

Spare 1258-1261

1255

1256-1257

C9

Do you receive a maintenance grant or regular money from your university, college or Local Education Authority (including money such as a scholarship Yesor bursary, access funds or help with travel)? Do not include a grant covering tuition fees only. NoDo not include loans from the Student Loans Company.

When did you start this course or courses?

Month Year

Enter month and year(eg Jan=01, Feb=02)

When do you expect to finish this course or courses?Please give your best estimate. Month Year

Enter month and year(eg Jan=01, Feb=02)

Don’t know

Are you enrolled on any part-time courses of education, not counting any course you are taking for leisure purposes only?Do not include courses which are part of a full-time job or training course – these will be covered later.Please include correspondence courses and open learning courses.

Yes No Go to

Where are you mainly taking your present part-time course?If you are taking more than one part-time course, give details of Tick one boxthe main one.

College of Further Education / tertiary college

Private college

Private training college


Work

Home


At present are you studying or training for any NVQs, GNVQs or other vocational (work-related) or professional qualifications? (Do not include any academic qualifications on this page. We ask about them at question 19.)

Yes Go to

No Go to

15

16

17

1

2

1

7

1

2

3

4

5

6


1 2

PART-TIME EDUCATION

12

13

14

17

19

181

2

1262

1269-1274

1275

1276

Spare 1278-1279

1280

1277

1263-1268

C9


(i) (ii) (iii)

Studying for Main Subject NVQ level (equivalent)Tick Write in Tick one box


award only

NVQ or

or

or

GNVQ Foundation or

Intermediate or

Number of units12 6 3

units units unitsAdvanced / or or

Vocational A-Level

Studying for


First Diploma


Other BTEC / Edexcel(Give NVQ level)






First Diploma

Advanced Diploma



Qualification

18

1335-1360

1409-1434

1309-1334

SN 1-6CN 7-8

SN 1-6CN 7-8

1435-1459

1509-1533

SN 1-6CN 7-8

1634-1658

1709-1733

1609-1633

SN 1-6CN 7-8

1834-1858

1909-1933

SN 1-6CN 7-8

1934-1959

2009-2033

SN 1-6CN 7-8

2034-2058

2109-2133

SN 1-6CN 7-8

2134-2159

2209-2235

2236-2262

2309-2335

SN 1-6CN 7-8

SN 1-6CN 7-8

1734-1759

1809-1833

SN 1-6CN 7-8

1534-1558

SN 1-6CD 7-8

2

2

1 2 3 4 8

1 2 3 4 8

1 2 3 4 8

1 2 3 4 8

1 2 3 4 8

1 2 3 4 8

1 2 3 4 8

1 2 3 4 8

2

2

2 3

1

2

3

4

1

2

3

4

1

2

3

4

1

2 1 2 3 4 81

1

1

1

1

C9

Are you studying for a degree, A-levels, A / S levels, GCSEs or other academic qualifications? (We asked about GNVQs at qestion18.)

Yes No Go to

Please tell us which types of qualifications you are studying for, the number of eachtype you are studying for, and the subjects?

Degree? Yes What subject(s)? Write in:

No

A-levels? Yes i) Number of A-levels? Write in:

No ii) What subject(s)? Write in:

A / S levels? Yes i) Number of A / S levels? Write in:


GCSEs? Yes i) Number of GCSEs? Write in:


Other academic Yes i) Number of qualifications of this type? Write in:qualifications?


19

20

211 2

1

2

1

2

1

2

1

2

1

2

2409

2411-2422

2423-2425

2441-2443

2444-2458

2509-2511

2512-2547

2548-2550

2551-2562

Spare (2563-2580)

Spare (2459-2480)

2410

SN 1-6CN 7-8

SN 1-6CN 7-8

2426-2440

C9

JOBS AND TRAINING

Are you currently doing any paid work or work-based training?Include the New Deal and other government supported training.Include part-time work.

Yes No Go To

Please answer the questions below about your current job or training(if you have more than one, answer about the one with the most hours per week).

Did you start this before or since the 1st January?

Before 1st January 2000 Go To

Since 1st January 2000

When did you start this job or training?


What is the name of your job / the work you are being trained to do? Please write in:



1-9

10-24

25-49

50-99

100 or more


27

1

2

3

4

5

1 2

2

22

21

23

24

25

26

37

321

2610

SN 1-6CN 7-8

2609

2611-2616

SOC 2617-2619ES 2620-2621

SEG 2622-2623SC 2624

2625

SIC 2626-2627

C9

Are you an employee, self-employed or an employer ? Tick one box

Employee Go to



Are you a manager, a supervisor or neither of these? Tick one box

Manager

Supervisor

Neither of these

Have you been taken on permanently, or is the job temporary? Tick one box

Permanent

Temporary

Not sure

Is this job or training any of the following?Tick all that apply

A Modern Apprenticeship

A National Traineeship


Other government supported training (Please write in below)

None of these

Some young people have a legal right to paid time off work to study or train forqualifications. Do you think this applies to you?

Yes No Go to

Not sure Go to

Have you taken advantage or this?

Yes Go to

No

Do you think you will take advantage of this in the next year?

Yes

No

1

2

3

1

2

3

1

2

3

4

5

1

2

3

1

2

2

1

1

33

34

30

31

28

29

32

35

35

3

2 30

29

30

35

2628

2629

2630

2631-2634

Spare (2635-2636)

2637

2638

2639

C9

In the last four weeks, have you received any on-the-jobtraining, that is training in the course of your usual work?

Yes

No


Yes

No

Did you do any paid work last week, that is, in the last 7 days?

Yes, full-time work (over 30 hours per week) Go to

Yes, part-time work Go to

Yes, occasional job Go to

No

Is this because you have a job but were away from it last week?

Yes Go to

No


Yes

No


Yes

No

1

2

1

2

1

2

1

2

35

36

37

38

39

40

44

44

44


WORK AND LOOKING FOR WORK

4

2

3

2

1

2641

2640

2642

2643

2644

2645

1 44

C9




If a job or training place had been offered to you this week,would you have been able to start within 2 weeks?

Yes Go to

No

What is the main reason why not?Tick one box

I am waiting for the results of an application for a jobor being assessed by a training agent

I am a full-time student

I am taking a break from study or work

I am pregnant or looking after the home or children or family




Other reason (Please write in below)

31

2

01

02

03

04

05

06

07

08

41

42

43

43

2

2646

2647

2648-2663

Spare 2664-2669

1 44

C9

Do you get any regular benefits, such as Income Support, disability or incapacity benefits or any other regular benefits?Please do not include Child Benefit.

Yes

No

Are you currently in employment or doing any education or training?

Yes Go To

No

For many people there are things outside their control which make it difficult for them to be in education, training or employment. Others choose not to be in these because they want to do other things. For each of the things listed below please tick one box to indicate whether or not this applies to you.
















1

1

1

1

1

1

1

1

1

1

1

1

2

2

2

2

2

2

2

2

2

2

2

2

1 2

47

45

46

2

12709

2710

2711

2712

2713

2714

2715

2716

2717

2718

2719

2720

2721

2722

Spare 2723-2727

1

2

44

SN 1-6CN 7-8

Spare (2671-2680)

2670

C9


Do you live with any of the following people? Tick one box in each row

Yes No

Father or step father?

Mother or step mother?

Brothers or sisters

Any other relatives (other than own children)?

Friends?

Anyone else except own children or partner / spouse (Please write in below)?

Do you have any children of your own who live with you?

Yes

No

Do you live with a husband, wife or partner?

Yes

No

Do you have a disability or health problem, which you expect will last for more than a year, and which affects your ability to carry out normal day-to-day activities?

Yes

No

If there is anything else you would like to tell us about what you have done in the period since 1st January 2000 please write below and use additional paper if you need to.

1

2

1

2

1

2

1

1

1

1

1

1

2

2

2

2

2

2

47

48

49

50

51


2728

2729

2730

2731

2732

2733

Spare (2734-2736)

2737

2738

2739

C9

Please PRINT your full name, address and telephone number below:

First name

Last name

Address

Postcode

Telephone

Email

In case we should have difficulty getting post to if you move, please PRINT the name, address and telephone number of someone (with a different address from your own) who will know where to reach you (such as an aunt or uncle, olderbrother, sister or a close friend).

Mr/Mrs/Ms/Miss

First name

Last name

Address

Postcode

Telephone

ADDRESS DETAILS

C9

Notes to the Table ‘Response rates by Mode, Attainment Level and Incentive Experiment Condition’:

1. A critical part of the design of mode allocation and incentive experiment was

the level of attainment reported at Sweep 1 of the Study. ‘Higher Achievers’ were defined as those reporting 5 or more GCSEs (or GNVQs) at A* to C grade, ‘Lower achievers’ were those reporting fewer than 5 A* to Cs.

2. Where those allocated to either the HE or Options and Choices CATI modules could not be contacted by telephone they were sent a standard postal questionnaire. Where these were completed and returned ‘core’ information only is available for the respondents.

YCS Cohort 10 Sweep 2Response rates by Mode, Attainment Level and Incentive Experiment Condition

HIGHER ACHIEVERS (HA) 1

CATI productive Postal productive Non-response "Module" 2 "Core" Total issued

HA CATI Incentive (Unconditional) 614 24 139 79% 82% 777HA CATI Control 1618 44 483 75% 77% 2145

Total HA CATI 2232 68 622 76% 79% 2922

HA Postal Unconditional Incentive 89 918 163 86% 1170HA Postal Conditional Incentive 124 777 210 81% 1111HA Postal Control 482 2340 884 76% 3706

Total HA Postal 695 4035 1257 79% 5987

Total All HA 2927 4103 1879 79% 8909

LOWER ACHIEVERS (LA)

LA CATI Incentive (Unconditional) 543 28 241 67% 70% 812LA CATI Control 793 43 449 62% 65% 1285

All LA CATI 1336 71 690 64% 67% 2097

LA Postal Unconditional Incentive 81 487 230 71% 798LA Postal Conditional Incentive 104 413 263 66% 780LA Postal Control 156 476 405 61% 1037

All LA Postal 341 1376 898 66% 2615

All LA 1677 1447 1588 66% 4712

TOTAL (LA+HA)

All CATI Incentive (Unconditional) 1157 52 380 73% 76% 1589All CATI Control 2411 87 932 70% 73% 3430

Total All CATI 3568 139 1312 71% 74% 5019

All Postal Unconditional Incentive 170 1405 393 80% 1968All Postal Conditional Incentive 228 1190 473 75% 1891All Postal Control 638 2816 1289 73% 4743

Total All Postal 1036 5411 2155 75% 8602

Total (All Postal + All CATI) 4604 5550 3467 75% 13621

Youth Cohort Study Cohort 10 Sweep 3 Technical Report Rory Fitzgerald, Steven Finch, Linda Smith and Sarah Tipping

Youth Cohort Study Cohort 10 Sweep 3 Rory Fitzgerald, Steven Finch, Linda Smith and Sarah Tipping Prepared for DfES January 2004 P2171


3

Contents

1 INTRODUCTION..............................................................................................6 1.1 Background to the study................................................................................. 6 1.2 Cohort 10 Sweep 3 ........................................................................................... 7 1.3 Overview of study design............................................................................... 8 1.4 Changes since the previous sweeps .............................................................. 8 1.5 Time References ............................................................................................... 9 1.6 Archiving the data ........................................................................................... 9

2 QUESTIONNAIRE DEVELOPMENT AND PILOTING .........................10 2.1 Self completion questionnaires .....................................................................10 2.2 Higher Education Telephone Survey...........................................................11 2.3 Expert Panel .....................................................................................................11 2.4 Cognitive Pilot.................................................................................................11 2.5 Interviewer Assisted pilot..............................................................................13

3 DATA COLLECTION .....................................................................................15 3.1 Postal Survey ...................................................................................................15

3.1.1 Telephone helpline.......................................................................................16 3.2 Telephone surveys ..........................................................................................16 3.3 Incentive experiment ......................................................................................16 3.4 Response...........................................................................................................18

4 DATA PREPARATION.....................................................................................1 4.1 Booking in ......................................................................................................... 1 4.2 Editing and coding........................................................................................... 1

4.2.1 Qualification coding ......................................................................................2 4.2.2 Occupation coding .........................................................................................2

5 WEIGHTING ......................................................................................................3

APPENDIX A SURVEY LETTERS .................................................................................................11

APPENDIX B SUBJECT CODE FRAMES......................................................................................33

APPENDIX C POSTAL CODE FRAMES.......................................................................................46

APPENDIX D CATI HE CODE FRAMES......................................................................................48

APPENDIX E CTI HE CAREER CODING....................................................................................50

APPENDIX F PILOT DOCUMENTS .............................................................................................73

APPENDIX G DERIVED VARIABLES.........................................................................................114

APPENDIX H YCS: SURVEY OF 18 & 19 YEAR OLDS CATI Q'AIRE .................................122

APPENDIX I POSTAL QUESTIONNAIRE ...............................................................................187


4


5

Acknowledgements First and foremost, our thanks go to all the young people who responded to the surveys. This was the third time they had been asked to take part in the survey At the Department for Education and Skills thanks are due to Iain Noble for the useful advice and guidance provided throughout the project. Tim Thair and Jenni Wilbourn made major contributions to the management of data processing and dataset design. At the National Centre (NatCen) Rory Fitzgerald, Steven Finch and Linda Smith designed the research and Christos Korovessis and Sarah Tipping provided input at the sampling and weighting stages. Marion Downie and Heather Clements managed the data processing and coding. Peyman Damestani and Erroll Harper managed the project computing and data processing as part of Steve Kelly and Steve Elders' teams.


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1 INTRODUCTION

1.1 Background to the study

The Youth Cohort Study (YCS) is a programme of research among young people aged 16 and upwards, to monitor their decisions and behaviour in the transition from compulsory education to further or higher education, or to the labour market. The key aim of the research is to identify and explain the major factors influencing post-16 transitions, such as educational attainment, training opportunities and experiences at school. This technical report concerns a YCS survey, in the first half of 2002, of a group of young people aged 18 or 19. Although information collected in the survey was quite wide-ranging, it focused, in the main, on matters as economic activity and qualifications gained and sought. The YCS now spans more than 15 years, with the first survey in the series being carried out in 1985 (Cohort 1 Sweep1). A brief history of the first ten years of the YCS can be found in Gill Courtenay: England and Wales Youth Cohort Study Handbook: The first ten years (London, HMSO, 1996). The YCS is currently funded and managed by the Department for Education and Skills (DfES). YCS cohorts are drawn every two years by taking a simple random sample of pupils on Year 11 school registers (at the ‘academic age’ of 15). The sample includes pupils in both maintained and independent sectors but excludes those in special schools and Pupil Referral Units and those in schools with less than 20 Year 11 pupils. The first survey (or ‘sweep’) of those sampled takes place one year later, with subsequent sweeps at varying time intervals (usually annually but occasionally after shorter intervals). To date, there have been 11 YCS Cohorts and more than twenty five sweeps (details of these are set out in the table below), with a considerably larger number of reports on a wide range of topics. The questionnaires have been designed, over the history of the YCS, to be broadly comparable. However external changes and shifts in policy interest, as well as major and extensive changes over time in the structure of qualifications and training, have brought about changes in the questionnaire - some minor, others fundamental. Position of this study in the YCS series. Table 1.1 shows the 11 YCS cohorts and the individual survey sweeps to date. The separate Cohorts are listed across the page while the ‘Sweeps’ (postal and, more recently, telephone contacts with respondents) are shown by the year in which they took place.


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Table 1.1: YCS design

Cohorts:

Year

1 2 3 4 5 6 7 8 9 10 11

1985 16 1986 17 16 1987 18 17 16 1988 18 17 1989 18 16 1990 17 1991 18 16 1992 17 16 1993 18 17 1994 23 18 1 16 1995 1996 18 16 1997 1998 18 16 1999 17 2000 20 182 162 2001 2002 18 16 2003 19 17

1. Cohort 6 were surveyed twice in 1994 (Sweeps 3 and 4). 2. These cohorts were surveyed twice in 2000. Cohort 9 had sweeps 3 & 4 and cohort 10 had sweeps 1 & 2.


The issued sample for cohort 10 sweep 3 (c10s3) comprised the 10, 100 respondents to the second sweep of cohort. The only exclusions were any who had requested that they were not to be recontacted1. These participants were first surveyed in the spring of their first year following compulsory education (2000) when they were 16/17 years old then again approximately seven months before the beginning of the second sweep. Sweep 3 started at the end of March 2002.

1 A small number of cases were issued in error. 27 respondents who had asked not to be recontacted were issued at sweep 3 in error.


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1.3 Overview of study design

Survey overview In this survey a core set of data was collected comparable to that collected in earlier surveys. The majority of sample members (7971), received a postal questionnaire, the questions asked in this section forming the 'core' questionnaire. As at sweep 2 of this cohort, a sub-sample was targeted for additional questions on specific topic areas through telephone interviews as the initial mode of data collection (rather than as a follow up method for those who failed to reply to postal approaches). At sweep 3 some of those who had received a telephone interview at sweep 2 were interviewed by telephone again. Telephone interviewing The target group for telephone interviewing at sweep 3 was those who had achieved level 2 qualifications by the end of year 11 and who had responded to the 'Higher Education' telephone module at sweep 2 (the issued sample was 2129 cohort members). Postal surveys In addition to the telephone interview, the usual YCS self completion postal survey was carried out for the remaining members of the cohort. Enhancement Surveys For those who did not respond to the postal questionnaire after a series of reminders a telephone enhancement stage was conducted. This involved administering a CATI interview which included the questions that were contained in the postal questionnaire. The issued sample for the enhancement was 3189 respondents. Respondents who we were unable to contact within the first three weeks of fieldwork for the Higher Education telephone survey were sent a copy of the postal questionnaire that contained the 'core' questions. 103 respondents were mailed such a questionnaire.

1.4 Changes since the previous sweeps

There were relatively few changes since cohort 10 sweep 2. Of note were: no telephone module for the 'lower achievers' who received the 'Options and

Choices' module at sweep 2. major changes to the Higher Education telephone module to reflect the fact that

this group were now in Higher Education.


9

minor amendments to the postal questionnaire to take account of the changes in the worlds of education, work and training, new research needs and difficulties with the questions which had been identified during past surveys and pilot work.

1.5 Time References

Some questions relate to specific points in time. For example respondents were told ‘We would like to know what you are doing at the moment’ (Q2) or 'did you do any paid work in the last 7 days, either as an employee or self-employed?’ (Q33). The first questionnaire mail-out was on Thursday 28th March 2002 and the cut-off date for receiving questionnaires was 30th June 2002. The time references in the returned questionnaires might, therefore, be to any date or period from late March until early February. The date on which the questionnaire was received at NatCen and ‘booked in’ is recorded as part of the datafiles. The date on which the questionnaire was completed is likely to be a day or two prior to booking in (all postage was first class). However, it is possible that some respondents left a time gap between completing their questionnaire booklet and posting it to NatCen. Others may have completed different parts of the questionnaire on different days.

1.6 Archiving the data

All YCS data is deposited with the UK Data Archive (UKDA) at Essex University and can be accessed from there. Further details on how to access YCS data can be obtained from the Archive itself (http://www.archive.ac.uk/).


10

2 QUESTIONNAIRE DEVELOPMENT AND PILOTING

The extent of questionnaire re-design required varied by mode. The postal questionnaire was largely based on questions included in previous YCS sweeps and therefore the piloting and development work required was limited. The telephone surveys included not only a CATI version of the questions included in the postal questionnaire but also new questions, mostly about students experiences of Higher Education. The new questions required thorough development and testing.

2.1 Self completion questionnaires

A copy of the postal self completion questionnaire is included in Appendix E. The questionnaire aimed to: A. Record the current activities of young people and identify all education, training and labour market activities engaged in. B. Track the routes respondents have taken through education, training and the labour market since previous sweeps. C. Record all qualifications gained and courses entered but not completed since the previous sweep and qualifications currently being studied. The questionnaire structure was therefore as follows: 1. Views about work and education 2. Respondents current activities / activities since January 2001 3. Qualifications obtained since January 2001 4. Full-time education 5. Part-time education 6. Qualifications being studied for now 7. Jobs and training 8. Work, earnings and looking for work 9. On-the-job and off-the job training 10. Household details 11. Contact details - including the collection of an e-mail address for the first time. Most of the questions in the postal questionnaire had been included in previous YCS surveys.


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2.2 Higher Education Telephone Survey

Questions for the Higher Education telephone survey were developed by NatCen researchers from outlines provided by DfES. The telephone survey included a copy of all questions in the self completion postal questionnaire. These questions were also used for the enhancement stage. However all those who had had achieved level 2 qualifications by the end of year 11 and who had responded to the 'Higher Education' telephone module at sweep 2 were asked the additional module. This module covered (brackets show group asked questions): Entry routes and changes of plan since C10S2 (All currently in HE) Current experiences / difficulties of HE & information available (All currently in

HE) Student Finances (All currently in HE) Career plans and HE (All currently in HE) Not in HE – Future likelihood and current activities (All currently in HE) Gap Years (All on a Gap Year) Likelihood of future HE entry and attitudes towards HE (All currently in HE)

2.3 Expert Panel

An in-house expert panel, comprising researchers at the NatCen, was convened to evaluate all draft questionnaires. A representative from DfES also attended. Feedback ranged from general comments about the lay out and routing instructions to specific comments on individual questions. A report was prepared for DfES and considered along with suggested changes from other parts of the development.

2.4 Cognitive Pilot

The questions included in the Higher Education module were subject to cognitive testing. Cognitive interviews are qualitative in nature. They make use of techniques drawn from cognitive psychology in order to uncover the aspects of the response process which are usually hidden. For example, a respondent may say 'yes' to a survey question and show no visible signs of confusion, but may be thinking of something totally different to what the question designer had in mind. The main cognitive technique used was 'Protocol Analysis' which involved having respondents 'think aloud' as they answer the survey questions. Protocol analysis highlighted when respondents misunderstood survey questions or key concepts, did not know or could not recall the needed information from memory, used an


12

inappropriate strategy for making a judgement, or preferred to hide certain information or provide a socially desirable answer. Three cognitive interviewers were each asked to recruit 4 respondents to complete the questionnaire using a cognitive 'think aloud' technique and answer questions about it afterwards. 10 respondents were actually recruited in the time available. Sample Interviewers were asked to complete 4 interviews in total. The cognitive pilot for the cohort 10 sweep 3 Pathways survey was carried out between 9 and 16 of January 2002. The sample covered three areas, London, Portsmouth and Nottingham. Ten interviews were conducted lasting approximately an hour. Interviews were conducted by specially trained cognitive interviewers and a researcher. Interviewers were briefed and debriefed by a researcher and a representative from DfES attended the debriefing. All interviews were recorded and respondents were paid £15 for participating. Respondents for the pilot had responded to the HE telephone module at cohort 10 sweep 2 and were currently in higher education. The pilot contained feed forward information from sweep 2 detailing where each respondent intended to go to university and which course they hoped to study. The aim of the pilot was to test the Higher Education (HE) module, specifically looking at the clarity of the questions, how easy they were to answer and the thought processes involved in answering them using a combination of "think aloud" interviewing techniques and retrospective probing. The respondents for this sweep were all 18 years old and had just finished their first term at university. Six were females and four were males with some living at home and others away from home during term time. Eight of the respondents were following a different higher education route than they had previously reported in sweep two. In general the questionnaire flowed well and respondents were able to answer all the questions. None of the questions were deemed to be too sensitive. However the feed forward information did not work well. Respondents were confused when we asked them why they did not end up going to their 'first choice' we had interviewed them at sweep 2. This was because many respondents had ended up applying to a different university when completing their UCAS form. A report was prepared detailing the specific changes recommended for each question. The report and copies of other materials used in the briefing can be found in Appendix

B.


13

2.5 Interviewer Assisted pilot

An interviewer assisted pilot was conducted for the postal self completion questionnaire. Interviewers asked respondents to complete the questionnaire. In some cases interviewers observed this process but in other cases arranged to return and collect the questionnaire at a later time. Interviewers then asked respondents to go back over the questionnaire with them and probed for any areas that caused confusion or any questions that were not clear. The aims of the pilot were to: • Test the respondent's reaction to the advanced letter • Check if respondents had difficulties answering any questions • Check whether routing and other instructions were clear The interviewer assisted postal pilot for the cohort 10 sweep 3 Pathways survey was carried out between the 24th and 31st of January 2002. Four interviewers obtained five interviews each and worked in Peterborough, Outer London, Cambridgeshire and Mountain Ash in Wales. Most of the interviewers were cognitively trained although the pilot was not primarily cognitive in nature. All were briefed and debriefed by a project researcher. The DfES project manager also attended the debrief. Each respondent was paid £10 for taking part. This pilot was not tested on cohort members but on young people of the same age. The pilot was not a full cognitive pilot as most questions had been tested on previous sweeps of YCS. The aim of the pilot was to check that the respondents could answer the questions, follow the routing and that the questions were up-to-date. The interviewers were instructed to let the respondent fill out the booklet by themselves with no help from the interviewer. When they had finished filling it out the interviewers went through the questions with the respondent probing for any difficulties in answering or investigating mistakes that had been made. The twenty respondents for the pilot were aged between 18 and 19 years old and 12 were women and 8 were men. Seven were in full-time education, with 8 in employment or government training and 5 doing something else (e.g. looking after children, taking a gap year, unemployed). Overall Findings In general the respondents competed the booklets with few errors and the average completion time was between 15 and 25 minutes. This report will document the problems that surfaced during the debrief and the proposed action. A report summarising the main findings as well as copies of all the other documents used during the pilot can be found in Appendix C.


14

Telephone Pilots The final stage of piloting for the CATI survey was the piloting of the telephone questionnaire. YCS members from the cohort were included. There were not interviewed again during main fieldwork. The questionnaire tested the CATI version of the core questions adapted from the postal questionnaire.


15

3 DATA COLLECTION

3.1 Postal Survey NatCen implemented the following fieldwork schedule for the postal self completion survey: Table 3.1 Mailing Schedule Initial Mailing DfES / NatCen letter, questionnaire, prepaid return

envelope Interval of 5 working days Postcard reminder

Interval of 10 working days First Questionnaire reminder A second copy of the questionnaire sent with a

reminder letter & prepaid return envelope Interval of 10 working days Second Questionnaire reminder A third copy of the questionnaire sent with a reminder

letter & a prepaid return envelope Interval of 10 working days Telephone enhancement interview stage

Attempt to interview all non-responders by telephone and conduct a telephone interview. Questionnaire a CATI version of the postal.

Welsh questionnaires were mailed out ten working days after the English mailings because of the time needed to translate the questionnaires into Welsh. Questionnaires were marked with a code to indicate at what stage they had been despatched, as follows: 01 First mailing 03 first questionnaire reminder mailing 04 second questionnaire reminder mailing It was therefore possible to classify productive questionnaires according to when they were despatched.


16

3.1.1 Telephone helpline

As with previous YCS sweeps respondents were offered a freephone telephone helpline, located in NatCens telephone unit, to provide answers to queries either about specific questions or about the survey in general. Those answering the phone were provided with written instructions to help them answer questions. Most of the queries related to requests for additional questionnaires etc rather than requests for guidance on how to answer specific questions.

3.2 Telephone surveys All interviews were conducted from NatCen's central telephone unit based at our data processing offices in Brentwood. All telephone interviewing was conducted using Computer Assisted Telephone Interviewing (CATI). Advanced Letter All cohort members were sent an advanced letter authored by DfES and NatCen. Briefing All interviewers attended a half day briefing conducted by a project researcher. A total of 31 interviewers were briefed. The briefing covered the aims and background of the survey, the advanced letter, strategies for making contact and an overview of the questionnaire. Strategies for making contact drew on lessons and approaches deemed particularly successful in the pilot. The session involved 'hands on' practice using a dummy interview with particular emphasis on difficult sections of the questionnaire. Quality Control All shifts in the telephone unit were managed by a trained telephone supervisor who dealt with referrals from specific interviewers in case of difficulties. A minimum of 10% of every interviewer’s work was monitored from a remote listening post.

3.3 Incentive experiment Because of concern that declining response rates could result in bias in the YCS data , DfES wished to assess the effects of incentive payments to respondents. They wanted to look at the impact on rates as a whole as well as non-response biases among specific groups. In particular there was a concern about response among groups that have traditionally had lower response to sweeps on other cohorts (e.g. those with lower levels of qualifications). An experiment was designed jointly by NatCen and


17

the DfES to test the possible effects of incentive payments on response rates. The design of the experiment is explained in the Technical Report for Cohort 10 sweep 2. At sweep 3 a total of 4198 cases received a £5 WHSmith voucher. This was respondents who had received a voucher at sweep 2. At Sweep 3 all incentives were offered on an unconditional basis. At Sweep 2 some incentives had been provided on a conditional basis (ie posted to the respondent once they had competed the survey). The results of the experiment have been analysed by Professor Peter Lynn and Annette Jackle at ISER, University of Essex. A report wil be published in 2004.


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3.4 Response The final response rate for Cohort 10 sweep 3 was 71.8%. This is 2.7% lower than the response rate achieved for cohort 10 sweep 2. The response rate to the HE telephone survey was 70.8%. The response to the postal survey was 71.6% (including interviews finally achieved via the telephone). Table 3.2 C10S3 Total Sample Total issued sample 10,100 100% No contact possible (postal) 289 2.9% Telephone number disconnected or unobtainable 266 2.6% Other no contact possible (telephone) 154 1.5% No contact possible (telephone) 420 4.2% Total no contact possible (both modes) 709 7.0% Sample less no contact possible 9391 93.0% 100% Other postal unproductive 216 2.1% 2.3% Contact with household but not with respondent 634 6.3% 6.8% No contact after a minimum of 5 calls 220 2.2% 2.3% Appointment broken and unable to recontact 233 2.3% 2.5% Respondent said postal returned but no questionnaire received

34 0.3% 0.4%

Other telephone unproductive 500 5.0% 5.3% Total other telephone unproductive 1621 16% 17.3% Total other unproductive 1837 18.2% 19.6% Personal refusal (telephone survey) 170 1.7% 1.8% Other refusals 136 1.3% 1.4% Total refusals 306 3% 3.3% Postal productive (1st mailing) 3525 34.9% 37.5% Postal productive (3rd mailing) 796 7.9% 8.5% Postal productive (4th mailing) 299 3.0% 3.2% Partially completed telephone interview treated as productive

9 0.1% 0.1%


4 DATA PREPARATION

4.1 Booking in The progress of the postal and telephone fieldwork was monitored on NatCen’s own computerised booking-in and CATI management systems. The booking in procedures also ensured that any duplicate records, which can occur on YCS either through a sample member being sent two questionnaires and completing and returning both or through a sample member returning a postal questionnaire and also giving a telephone interview, were resolved before analysis. The general rule that was applied was to always accept the response by the mode that was completed or received first. For example if a CATI interview was completed and a postal questionnaire had already been received for this sample member then the postal questionnaire was used and the CATI record deleted. For postal questionnaires booking-in used a bar code scanner, rather than keying the number to the record, to further reduce error. If multiple copies of postal questionnaires were returned the one received first was used. Data entry for the postal self completion questionnaire was by keying. Keying was considered more suitable for YCS than the widely used questionnaire scanning methods because of the complicated design and the large amount of ‘free text’ recorded by respondents. Quality control measures for keying the data included ‘double keying’. Instructions on how the keying was to be conducted were prepared by members of the operations team.

4.2 Editing and coding After data entry for the postal self-completion questionnaire a full editing process was applied using NatCen's normal procedures. An edit program was written that checked that each required answer was present, that it was within the required range and that all answers were consistent with the routing logic of the questionnaire. The program also applied such additional checks on plausibility and consistency of answers as were judged appropriate by the research team. All error reports were referred back to the original questionnaire schedules by experienced editing staff and individual corrections were specified until reruns of the edit program confirmed that the data were clean. Edit failures were resolved by reference to the questionnaire and often included poorly written remarks or other bad entries which could be misinterpreted. Often with omissions it was a straight forward case of confirming this by the use of the appropriate 'No Answer' code. For the CATI survey answers were required to be present and additional edit checks were included within the CATI program and resolved at the time of interview. However, before the CATI data was merged with that of the postal self-completion questionnaire it was run through the postal self completion edit to ensure consistency.


2

4.2.1 Qualification coding

For both cohorts qualifications and subjects were coded to a cohort specific code frame. The code frames were provided by DfES prior to the start of coding and had also been used at sweep 2. To enhance the quality of coding a 4 band subject coding system (a different coding frame for academic qualifications, vocational qualifications, GNVQ's and degree's) was used. This was better conceptually for coders and reduced errors in coding. The allocated codes were then be coded to the original code frames used at the sweep 1 of the cohort. The Appendix shows the codes used and how they were recoded to the original frame where possible. Queries were referred by coders to the research team and to DfES if necessary. Common queries surrounded coding double and dual award science, Key Skills qualifications as well as numerous queries over individual subject coding. In the case of double award science coders entered this as 1 qualification and then this line of code was repeated in the final data set. Copies of the code frames used are attached in the appendix.

4.2.2 Occupation coding

SOC and SIC coding were undertaken by experienced coders to SOC90. For al cases this was done using a computerised look up system with the coder confirming the entered code after data entry whilst cross referencing the verbatim text. In the CATI HE survey career aspriations were coded using the Association of Graduate Careers Advisory Services (AGCAS) list of careers. The questionnaire could not collect SOC information as respondents would not have been able to provide all of the information required. There ios no lionk between SOC codes and the AGCAS code frmae. See Appendix E for detials of the codes used.


3

5 WEIGHTING

The raw data collected by the YCS are not representative of the population of interest. There are differences in the response rates of different sub-groups which mean some groups are under-represented. Even when effort is taken to maximise response rates some non-response will remain. This non-response can lead to bias in survey estimates. The YCS data are therefore weighted to minimise the amount of non-response bias, taking into account variations in response rates between different subgroups. CHAID was the method of modelling employed to weight the YCS data. CHAID modelling is able to take complicated interactions into account. CHAID divides the population into a number of different sub-groups which differ in terms of response. CHAID uses the dependent variable as a starting point and then searches through the independent variables to see which discriminate best in terms of response. The final result is a number of sub-groups which vary according to response. These sub-groups are then used as weighting classes. Variables were included which gave information about the respondent’s response related behaviour at the previous sweep, i.e. if they had returned the first copy of the postal questionnaire, a subsequent copy or had been interviewed in the telephone enhancement stage. This was done at this sweep, and at sweep 2, because there is clear methodological evidence that such response related behaviour at one sweep of a panel study is a good predictor of whether or not they will respond at a later sweep (i.e. the later people respond at any given sweep the more likely it is that they will not respond at all at the next). One important point to note is that at sweep 3 there is a different weight for the non-core data from the ‘Higher Education follow-up’ sample than for the core data. This use of different weights for different data items occurred for the first time at Sweep 2. The use of different weights is needed because the additional Telephone questionnaire module was asked only of certain sub samples of respondents, in this case those who had answered the Higher Education modules at sweep 2. There are thus two additional weights on the data set for Sweep 3: 1. The Basic Weight (S3Basic) which is to be used for all analysis of core data, that is data collected from all members of the cohort, whether through postal questionnaire or the telephone survey e.g. labour market status and qualifications,. 2. The Specific Weight (S3Spec) which is used only when analysing the extra information collected via the 'Higher Education’ modules of the telephone survey. The HE Specific variables at Sweep 3 are shown on the next page:


4

Table 5.1 Variables where specific weight required (in questionnaire order) code diff Leahe notheco3 heeno heintro expf unihe notheco4 henosa swher knwf nhshe notres1 henosd fsand diflv othhe notres2 heaff hesub1 explv othpaso notres3 heaffsa hesub2 knwlv cashhe notres4 heaffsd hesub3 sortf timehe nowgap1 hequa hesub4 starf travhe nowgap2 hequasa heft seekf1 evoth nowgap3 hequasd stmth seekf2 gifloa nowgap4 styr seekf3 extloa nowgap5 endmth seekf4 pdwrk nowgap6 endyr seekf5 wrkreg gapoo1 hemeth seekf6 wrkfrq gapoo2 ucalso seekf7 wrkhrs gapoo3 ucas seekf8 hrsno gapoo4 offer sortw avr gapoo5 points starw ptwrk gapdec otherso1 seekw1 ptinfr gapbal otherso2 seekw2 vacwrk nextyr otherso3 seekw3 vacwrk2 heimp otherso4 seekw4 carpln heimpsa costs seekw5 car1o heimpsd whcost1 seekw6 car2o hefam whcost2 seekw7 car3o hefamsa whcost3 decis decide hefamsd whcost4 slc carcho healv comp slcif cardo healvsa ncompo1 slcagi newhe healvsd ncompo2 odf heapp2 hept ncompo3 credca hestar heptsa ncompo4 loa nolnhe heptsd heben1 tuit nolnxo1 hemon heben2 lea nolnxo2 hemonsa heben3 sou1 nolnxo3 hemonsd heben4 sou2 nolnxo4 hejob heben5 sou3 hentgo1 hejobsa heben6 sou4 hentgo2 hejobsd heben7 pay hentgo3 hecou heben8 loan1 hentgo4 hecousa hewll loan2 henotho1 hecousd difwrk loan3 henotho2 hecar expw loan4 henotho3 hecarsa knww loan5 henotho4 hecarsd Difl loan6 costs2 heinf Expl loan7 hefur heinfsa Knwl comp2 helik heinfsd Difs more everapp helon Exps mores notheco1 helonsa knws mainthe notheco2 helonsd The variables entered into the CHAID model for the Basic Weight were as follows:


5

Table 5.2 Variables for CHAID Weighting - basic weight S1Hiqua Highest qualification by end of sweep 1 S2hiqua Highest qualification by end of sweep 2 S1voque Highest vocational qualification by end of sweep 1 S2voque Highest vocational qualification by end of sweep 1 S1acqe Highest academic qualification by end of sweep 1 S1act1 Main activity at sweep 1 S2act1 Main activity at sweep 2 S1Pared Parents Education - Collapsed into A-Level or higher only S1resp Response type sweep 1 S2resp Response type sweep 2 S1sex Gender S1gor Government office regions A55_A In receipt of regular benefits A14_A Currently enrolled in FT education (S1) A11_3C Result in GCSE maths A11_1C Result in English language S2edtr2 Education and training at sweep 2

(Derive from S2act1) Phoneav Whether telephone number available for sweep 2 Hilow Whether low or high achiever as specified for sampling (this was provided by

DfEE) New Variable

Whether telephone number avaiable at sweep 3 (this will need to be obtained from the sampling information)

Hinew Final High / Low variable at sweep 2 New Variable

Unique School Identifier (what does this do?)

Weight_1 Weight at sweep 1 S1SEG Parental SEG at wave 1 S1TRUAN Truancy S1NEET Not in education, employment or training at sweep 1 S2NEET Not in education, employment or training at sweep 2 S2a_C Number of GCSEs cumulative to sweep 3 S2liveb Whether lives with parents The minimum subgroup size was set at 2% of the sample and the tree was allowed to grow to five levels. For the basic weight the minimum subgroup size was 200.


6

Table 5.3 CHAID table for basic weight

Level 1 split Level 2 split Level 3 split Level 4 split Level 5 split Wt class

S2respn Response at 2nd sweep to 1st questionnaire

S1respn Response at 1st sweep to 1st questionnaire

S2act Main activity at sweep 2 GST, FT ed, PT job, other

Sample type s2samp Postal uncond incentive or postal cond incentive

1

Sample type s2samp CATI incentive, CATI control or postal control

Parent’s ed Degree

2

Parent’s ed A levels, other

3

S2act Main activity at sweep 2 FT job, at home, unemployed

4

S1respn Response at 1st sweep to 2nd/3rd questionnaire or telephone

No phone available

5

Phone available Played truant in sweep 1 Odd days, particular days, several days, weeks at a time

6

Never played truant in sweep 1

Sample type s2samp Postal uncond incentive or postal cond incentive

7

Sample type s2samp CATI incentive, CATI control or postal control

8

S2respn Response at 2nd sweep to 2nd questionnaire

9


7

Level 1 split Level 2 split Level 3 split Level 4 split Level 5

split Wt

class S2respn Response at 2nd sweep to 3rd questionnaire or telephone

S2samp Sample type CATI incentive

S2act Main activity at sweep 2 GST, PT job, unemployed, other

10

S2act Main activity at sweep 2 FT job, FT ed, at home

S1gor East Mids, North East, Outer London, Yorks.

11

S1gor East of England, south west, Wales

12

S1gor Inner London, North East, South East, West Mids

13

S2samp Sample type CATI control

Highnew Higher achiever

S1truan Played truant in sweep 1 Odd days, particular days, several days, weeks at a time

14

S1truan Never played truant in sweep 1

15

Highnew Lower achiever

S1respn Response at sweep 1 1st questionnaire

16

S1respn Response at sweep 1 2nd questionnaire

17

S1rsespn Response at sweep 1 Phone or 3rd questionnaire

18

S2samp Sample type Postal uncond incentive, postal cond incentive or postal control

S2respn Response at 2nd sweep to 3rd questionnaire

19

S2respn Response at 2nd sweep to telephone

S1sex Male

20

S1sex Female

21


8

Table 5.4 Response weights and distribution of basic weight

Weight class

% in sweep 2


Weight

1 11.0 87.31 15.8 1.15 2 3.5 85.82 6.3 1.17 3 6.8 75.96 9.6 1.32 4 3.2 65.69 2.4 1.52 5 2.5 55.46 1.6 1.80 6 3.6 65.97 2.7 1.52 7 4.5 80.16 4.6 1.25 8 3.5 70.64 3.7 1.42 9 8.1 67.43 7.8 1.48 10 3.3 56.95 1.7 1.76 11 3.0 65.54 2.7 1.53 12 2.6 85.24 2.9 1.17 13 5.0 77.82 4.7 1.29 14 2.8 65.77 3.6 1.52 15 8.6 73.46 12.4 1.36 16 6.3 65.55 3.9 1.55 17 3.5 55.79 1.6 1.79 18 3.9 44.35 1.3 2.25 19 3.2 63.55 2.7 1.57 20 6.7 50.65 4.0 1.97 21 4.3 59.15 3.8 1.69

Total 10110 7247 Weight classes 17 and 18 have been combined to trim the large weight found in class 18. The weight for the merged classes is 2.01. The effective sample size of the basic non-response weight for sweep 3 is 7057, this is 97% of the actual sample size. The effective sample size of the total weights for all three sweeps is 4923, 68% of the actual sample size. The sweep 2 frequencies shown in table B are based on the weighted data (because weighted data was used in CHAID) whilst those for sweep 3 show the unweighted distribution. Consequently the reader should not expect the response rates/ weights to be consistent with the frequencies shown here. Specific weight. The specific weight was calculated for higher achievers who answered the long CATI questionnaire. Some extra variables were used when running the models for the specific weight. These were taken from the variable set available for respondents who completed the higher education module in sweep 2.


9

In addition to the variables included for the basic weight a number of extra variables were included for the HE specific weight. Table 5.5 Additional variables for HE specific weight Heapply1* Whether intended to apply for HE course Heapply2* Whether intends to apply in next year for HE course EvconHE* Whether might apply for HE n the future Gapyear Whether respondent intended to take a gap year Whycon Whether might be problems with taking a HE course Doing How well doing on current course Hepar Whether parents have got a degree Hesib Older brothers and sisters who have been in HE Calls Total number of calls until first contact (New variable need

to be created) Calls2 Number of calls before interview (New variable that will

need to be created) *These variables would be changed into a single composite variable.


10

Table 5.6 CHAID table for specific weight Level 1 split Level 2 split Level 3 split Level 4 split Level 5 split Wt

class S2a_c Number of GCSEs attained 1 – 6 GCSEs, not applicable

Hesib Respondent has siblings in HE, respondent does not have siblings in HE

Nrofcalls Number of calls before contact was made at sweep 2 1 – 6 calls

1

Nrofcalls Number of calls before contact was made at sweep 2 7 or more calls

2

Hesib Not applicable

3

S2a_c Number of GCSEs attained More than 7

S2act Main activity at sweep2 GST, FT ed, or looking after home

4

S2act Main activity at sweep 2 FT job, PT job, unemployed, other

5

Table 5.7 Response weights and distribution of specific weight

Weight class

% in sweep 2


Weight

1 10.2 64.3 8.4 1.55

2 2.9 82.5 3.1 1.21

3 2.4 46.6 1.5 2.15 4 80.5 75.0 83.7 1.33

5 4.0 61.1 3.4 1.64

Total 2076 1507 Weight classes 3 and 4 have been combined to trim the large weight found in class 3. The weight for the combined classes is 1.36. The effective sample size of the specific non-response weight for sweep 3 is 1502, this is very close to the actual sample size of 1507. The effective sample size of the total weights for all three sweeps is 1463, this is 97% of the actual sample size. The sweep 2 frequencies shown in table B are based on the weighted data (because weighted data was used in CHAID) whilst those for sweep 3 show unweighted data.


11

APPENDIX A SURVEY LETTERS

PATHWAYS 2002 A national study of the opinions and experiences of young people Some time ago you were kind enough to help us by taking part in a short telephone survey. We would now like to talk to you once more about what you are doing now. An interviewer from the National Centre for Social Research will be in touch by telephone in the next few weeks to arrange a time to speak to you. Your answers are very important. Hearing about your experiences and opinions helps us improve education and training services for young people like yourself. All the answers you give will be treated in the strictest confidence. The study results will be given to us in a form which does not allow your individual answers to be identified. Only the National Centre, or another independent research agency appointed by the Department in the future, will have access to your answers and no individual will be identifiable in the survey report. The National Centre has explained more about the study on the back of this letter. Thank you very much for helping. Yours sincerely,

John Elliott


12

PATHWAYS 2002 A national study of the opinions and experiences of young people We hope that the following points answer any questions you may have. • How was my name selected? Your name, along with all the others who are taking part in the

study, was chosen at random from a list of people when they were in Year 11 at school. • What is the National Centre for Social Research? The National Centre is an independent, non

profit, institute which specialises in social surveys. Its studies are mainly carried out on behalf of government departments, grant-funded research councils or universities.

• What will happen to the answers I give? They will be used, in the form of statistical tables and

reports, by those who make policy for education and training. Your answers will be completely confidential and when the results of the study are published it will not be possible to tell which person gave which answer.

• Will my name be passed on to anyone else? Your name and address details will be stored

confidentially and will only be used for any subsequent research projects such as further follow ups to this study. These will be carried out by the National Centre or another independent research organisation appointed by DfES. Your name and address will not be passed to DfES or any other non-research organisation.

• Why should I take part? Those who make policies need to know about the views and

experiences of people who are affected by them. The Pathways studies provide a direct and important channel between young people and those who make policy.

We hope you enjoy taking part in the Pathways study and are very grateful for your help. If you have any queries about Pathways 2002 please do not hesitate to call the helpline on 0800 652 0501 (this line is staffed Monday-Friday 9:30-5:30). If you have any questions about the research that can’t be answered by the helpline you can call Iain Noble at the DfES on 0114 259 1180. Thank you

Rory Fitzgerald Project Manager National Centre for Social Research 100 Kings Road, Brentwood Essex CM14 4LX The letter on the other side of this page tells you more about this study


31

PATHWAYS 2002 A national study of the opinions and experiences of young people Some time ago you were kind enough to help us by taking part in a short telephone survey. We would now like to talk to you once more about what you are doing now. An interviewer from the National Centre for Social Research will be in touch by telephone in the next few weeks to arrange a time to speak to you. Your answers are very important. Hearing about your experiences and opinions helps us improve education and training services for young people like yourself. All the answers you give will be treated in the strictest confidence. The study results will be given to us in a form which does not allow your individual answers to be identified. Only the National Centre, or another independent research agency appointed by the Department in the future, will have access to your answers and no individual will be identifiable in the survey report. As a way of saying ‘thank you’ in advance for your help with our work we have enclosed a £5 WH Smith voucher with this letter. The National Centre has explained more about the study on the back of this letter. Thank you very much for helping. Yours sincerely,

John Elliott


32

PATHWAYS 2002 A national study of the opinions and experiences of young people We hope that the following points answer any questions you may have. • How was my name selected? Your name, along with all the others who are taking part in the

study, was chosen at random from a list of people when they were in Year 11 at school. • What is the National Centre for Social Research? The National Centre is an independent, non

profit, institute which specialises in social surveys. Its studies are mainly carried out on behalf of government departments, grant-funded research councils or universities.

• What will happen to the answers I give? They will be used, in the form of statistical tables and

reports, by those who make policy for education and training. Your answers will be completely confidential and when the results of the study are published it will not be possible to tell which person gave which answer.

• Will my name be passed on to anyone else? Your name and address details will be stored

confidentially and will only be used for any subsequent research projects such as further follow ups to this study. These will be carried out by the National Centre or another independent research organisation appointed by DfES. Your name and address will not be passed to DfES or any other non-research organisation.

• Why should I take part? Those who make policies need to know about the views and

experiences of people who are affected by them. The Pathways studies provide a direct and important channel between young people and those who make policy.

We hope you enjoy taking part in the Pathways study and are very grateful for your help. If you have any queries about Pathways 2002 please do not hesitate to call the helpline on 0800 652 0501 (this line is staffed Monday-Friday 9:30-5:30). If you have any questions about the research that can’t be answered by the helpline you can call Iain Noble at the DfES on 0114 259 1180. Thank you

Rory Fitzgerald Project Manager National Centre for Social Research 100 Kings Road, Brentwood Essex CM14 4LX The letter on the other side of this page tells you more about this study


33

APPENDIX B SUBJECT CODE FRAMES

BANDA.TXT - Academic qualifications First column is NatCen code Second column is DfES code. DfES code normally appears in the data set. However as outputs were designed for quantum this should always be checked carefully by the data user. 001 101 BIOLOGY 002 103 BIOLOGY: HUMAN 003 105 BIOLOGY: SOCIAL 004 106 BIOLOGY: HUMAN & SOCIAL 005 111 CHEMISTRY 006 121 PHYSICS 007 131 SCIENCE: SINGLE AWARD 008 133 SCIENCE: DUAL AWARD (1st GRADE) 009 135 SCIENCE: DUAL AWARD (2nd GRADE) 010 137 SCIENCE: DOUBLE AWARD (1st GRADE) 011 139 SCIENCE: DOUBLE AWARD (2nd GRADE) 012 141 SCIENCE: BIOLOGY & CHEMISTRY 013 145 SCIENCE: BIOLOGY & PHYSICS 014 147 SCIENCE: CHEMISTRY & PHYSICS 015 163 AERONAUTICS 016 165 SCIENCE: AGRICULTURE 017 167 SCIENCE: APPLIED 018 169 SCIENCE: ASTRONOMY 019 171 BOTANY 020 173 SCIENCE: ELECTRONICS 021 175 SCIENCE: ENVIRONMENTAL 022 177 SCIENCE: GEOLOGY 023 179 SCIENCE: HORTICULTURE 024 181 SCIENCE: PHYSICAL 025 183 PSYCHOLOGY 026 185 ROBOTICS 027 187 SCIENCE: RURAL 028 191 SCIENCE IN SOCIETY 029 193 SCIENCE: TECHNOLOGY 030 197 SCIENCE: ZOOLOGY 031 199 SCIENCE: METEOROLOGY 032 201 ENGINEERING SCIENCE 033 203 SCIENCE: OTHER 034 221 MATHEMATICS 035 223 MATHEMATICS (PURE) 036 224 DECISION/DISCRETE MATHEMATICS 037 225 MATHEMATICS (APPLIED) 038 227 MATHEMATICS (PURE & APPLIED) 039 228 PURE & DECISION MATHEMATICS 040 229 MATHEMATICS (PURE & STATISTICS) 041 230 STATISTICS & DECISION MATHEMATICS 042 231 MATHEMATICS (PURE & MECHANICS) 043 233 MATHEMATICS (FURTHER) 044 234 ADDITIONAL MATHEMATICS 045 235 MATHEMATICAL STUDIES 046 251 STATISTICS 047 261 COMPUTER STUDIES/COMPUTING 048 263 COMMUNICATION TECHNOLOGY 049 265 INFORMATION TECHNOLOGY 050 267 INFORMATION STUDIES 051 281 CDT: TECHNOLOGY


34

052 283 CDT: DESIGN 053 285 CDT: DESIGN & COMMUNICATION 054 287 CDT: DESIGN & REALISATION 055 289 CDT: DESIGN & TECHNOLOGY 056 291 CDT: BUILDING STUDIES 057 293 OTHER TECHNOLOGY SYLLABUSES 058 294 DESIGN (BUT NOT ART & DESIGN) 059 295 CONTROL TECHNOLOGY 060 297 ENGINEERING 061 299 ENGINEERING WORKSHOP THEORY & PRACTI CE 062 301 GEOMETRICAL & TECHNICAL DRAWING 063 303 GRAPHICS 064 305 METALWORK 065 307 MOTOR VEHICLE STUDIES 066 309 SOUND RECORDING 067 311 WOODWORK 068 313 TECHNICAL STUDIES 069 321 BUSINESS STUDIES 070 323 BUSINESS STUDIES & ECONOMICS 071 325 BUSINESS & INFORMATION STUDIES (1st GRADE) 072 327 BUSINESS & INFORMATION STUDIES (2nd GRADE) 073 331 HOME ECONOMICS 074 332 HOME ECONOMICS: CONSUMER STUDIES 075 333 HOME ECONOMICS: CHILD DEVELOPMENT 076 335 HOME ECONOMICS: FOOD 077 337 HOME ECONOMICS: TEXTILES 078 339 HOME ECONOMICS: HOME & FAMILY 079 351 ART & DESIGN 080 353 ART & DESIGN (DRAWING & PAINTING) 081 355 ART AND DESIGN (GRAPHICS) 082 357 ART AND DESIGN (PHOTOGRAPHY) 083 361 ART AND DESIGN (POTTERY) 084 363 ART AND DESIGN (PRINTING) 085 365 ART AND DESIGN (TEXTILES) 086 367 ART AND DESIGN (3-D STUDIES) 087 368 ART AND DESIGN (CRITICAL STUDIES) 088 369 FINE ART 089 370 CRAFT 090 381 ART 091 382 ART WITH ART HISTORY 092 383 HISTORY OF ART 093 391 GEOGRAPHY 094 393 ENVIRONMENTAL STUDIES SINGLE 095 395 ENVIRONMENTAL STUDIES DUAL AWARD (1ST GRADE) 096 397 ENVIRONMENTAL STUDIES DUAL AWARD (2ND GRADE) 097 401 HISTORY 098 411 AMERICAN STUDIES 099 413 ASIAN STUDIES 100 415 EUROPEAN STUDIES 101 417 FRENCH STUDIES 102 419 MUSEUM STUDIES 103 421 RUSSIAN STUDIES 104 423 SPANISH STUDIES 105 425 WELSH STUDIES 106 427 GERMAN STUDIES 107 441 ECONOMICS 108 443 ECONOMICS AND BUSINESS STUDIES 109 451 HUMANITIES SINGLE 110 452 INTEGRATED HUMANITIES SINGLE 111 453 INTEGRATED HUMANITIES DUAL AWARD (1ST GRADE) 112 455 INTEGRATED HUMANITIES DUAL AWARD (2ND GRADE) 113 461 RELIGIOUS STUDIES 114 471 SOCIAL SCIENCE 115 473 ARCHAEOLOGY


35

116 475 COMMUNITY STUDIES 117 477 LAW 118 479 LOGIC/PHILOSOPHY 119 481 PERSONAL/SOCIAL EDUCATION 120 482 PERSONAL AND SOCIAL EDUCATION (1ST GRADE) 121 483 POLITICS 122 484 PERSONAL AND SOCIAL EDUCATION (2ND GRADE) 123 485 PSYCHOLOGY 124 487 PUBLIC AFFAIRS 125 489 SOCIOLOGY 126 491 CITIZENSHIP 127 501 ENGLISH 128 503 ENGLISH LANGUAGE 129 511 ENGLISH LITERATURE 130 515 ENGLISH GRADE IN DUAL AWARD SYLLABUS 131 516 ENGLISH LITERATURE GRADE IN DUAL AWARD SYLLABUS 132 521 DRAMA 133 522 DRAMA COMM THEATRE 134 523 CREATIVE WRITING 135 531 COMMUNICATION STUDIES 136 533 EXPRESSIVE ARTS 137 534 STAGE AND PERFORMING ARTS DUAL AWARD (1ST GRADE) 138 535 MEDIA/FILM/TELEVISION STUDIES 139 536 FILM STUDIES 140 537 THEATRE STUDIES 141 538 STAGE AND PERFORMING ARTS DUAL AWARD (2ND GRADE) 142 551 WELSH FIRST LANGUAGE 143 552 WELSH SECOND LANGUAGE 144 553 WELSH LITERATURE 145 555 IRISH 146 561 DANISH 147 563 DUTCH 148 565 FRENCH 149 567 GERMAN 150 569 ITALIAN 151 571 MODERN GREEK 152 573 PORTUGUESE 153 575 SPANISH 154 591 ARABIC 155 593 BENGALI 156 595 CHINESE 157 597 GUJARATI 158 599 HINDI 159 601 JAPANESE 160 603 MODERN HEBREW 161 605 PUNJABI 162 607 POLISH 163 609 RUSSIAN 164 611 TURKISH 165 613 URDU 166 631 OTHER LANGUAGES 167 651 ANCIENT HISTORY 168 653 CLASSICAL CIVILISATION 169 655 GREEK 170 657 GREEK/CLASSICAL CIVILISATION/GREEK LITERATURE 171 659 GREEK/ROMAN CIVILISATION 172 661 LATIN 173 663 LATIN/ROMAN CIVILISATION/LATIN LITERATURE 174 665 OTHER CLASSICAL LANGUAGES 175 681 CREATIVE ARTS 176 683 DRESS 177 685 JEWELLERY 178 701 MUSIC 179 702 MUSIC: PRACTICAL


36

180 703 HISTORY OF MUSIC 181 704 MUSIC TECHNOLOGY 182 721 SPORT/PHYSICAL EDUCATION STUDIES 183 723 DANCE 184 725 OUTDOOR PURSUITS 185 741 ACCOUNTING/FINANCE 186 743 CATERING STUDIES 187 745 COMMERCE/OFFICE STUDIES 188 746 OFFICE TECHNOLOGY 189 747 INDUSTRIAL STUDIES 190 749 KEYBOARDING APPLICATIONS 191 751 LIBRARY STUDIES 192 753 MONEY MANAGEMENT 193 755 NAUTICAL STUDIES 194 756 NAVIGATION/MARINE NAVIGATION 195 757 PHOTOGRAPHY 196 759 ROAD SAFETY 197 761 SURVEYING 198 763 TEXTILE/FASHION STUDIES 199 765 TOURISM 200 767 MARKETING 201 769 NURSING 202 771 FARM STUDIES 203 781 GENERAL STUDIES 204 800 DESIGN AND TECHNOLOGY 205 801 DESIGN/TECH & ART 206 802 DESIGN/TECH & AUTOMATION 207 803 DESIGN/TECH AUTOMOTIVE ENGINEERING 208 804 DESIGN/TECH & THE BUILT ENVIRONMENT 209 805 DESIGN/TECH & BUSINESS STUDIES 210 806 DESIGN/TECH & CATERING 211 807 DESIGN/TECH & CONSTRUCTION 212 808 DESIGN/TECH & DRAMA 213 809 DESIGN/TECH & ECONOMICS 214 810 DESIGN/TECH & ELECTRONICS 215 811 DESIGN/TECH & FASHION 216 812 DESIGN/TECH & FOOD INDUSTRY 217 813 DESIGN/TECH & HEALTH 218 814 DESIGN/TECH & INDUSTRY 219 815 DESIGN/TECH & MUSIC 220 816 DESIGN/TECH & PRODUCT DESIGN 221 817 DESIGN/TECH & TRANSPORT 222 818 DESIGN/TECH & CHILD DEVELOPMENT 223 819 DESIGN/TECH & INFORMATION TECHNOLOGY 224 820 INFORMATION SYSTEMS 225 821 IT & ART 226 822 IT & AUTOMOTIVE ENGINEERING 227 823 IT & BUILDING STUDIES 228 824 IT & BUSINESS STUDIES 229 825 IT & CATERING 230 826 IT & DRAMA 231 827 IT & ECONOMICS 232 828 IT & ELECTRONICS 233 829 IT & FASHION 234 830 IT & FOOD INDUSTRIES 235 831 IT & HEALTH 236 832 IT & INDUSTRY 237 833 IT & MUSIC 238 834 IT & TRANSPORT 239 835 DESIGN/TECH & SYSTEMS & CONTROL TECHNOLOGY 240 836 DESIGN/TECH & ELEC. PROD & B STD 241 837 DESIGN/TECH & B. STD 242 838 DESIGN/TECH & GRAPH PROD & B STD 243 839 DESIGN/TECH & RES. MA & B STD


37

244 840 TECHNOLOGY 245 841 TECH & ART 246 842 TECH & AUTOMOTIVE ENGINEERING 247 843 TECH & BUILDING STUDIES 248 844 TECH AND BUSINESS STUDIES 249 845 TECH & CATERING 250 846 TECH & CONSTRUCTION 251 847 TECH & DRAMA 252 848 TECH & ECONOMICS 253 849 TECH & ELECTRONICS 254 850 TECH & FASHION 255 851 TECH & FOOD INDUSTRY 256 852 TECH & INDUSTRY 257 853 TECH & MUSIC 258 854 TECH & TRANSPORT 259 860 WELSH & ART 260 861 WELSH & BUSINESS STUDIES 261 862 WELSH & DRAMA 262 863 WELSH & INFORMATION TECHNOLOGY 263 864 WELSH & RELIGIOUS STUDIES 264 870 FRENCH & BUSINESS STUDIES 265 871 GERMAN AND BUSINESS STUDIES 266 872 SPANISH & BUSINESS STUDIES 267 873 GEOGRAPHY & BUSINESS STUDIES 268 874 GEOGRAPHY & HISTORY 269 900 DESIGN/TECH & TEX TECH & B STD 270 901 DESIGN/TECH & ELECTRONICS PRODS 271 902 DESIGN/TECH & FOOD TECHNOLOGY 272 903 DESIGN/TECH & GRAPHIC PRODS 273 904 DESIGN/TECH & RESIST. MATERIALS 274 905 DESIGN/TECH & TEXTILES TECHNOLOGY 275 906 DESIGN/TECH & SYSTEMS 276 907 DESIGN/TECH & ENGINEERING 277 908 DESIGN/TECH & PRODUCTION DESIGN 996 996 Unclear/uncodeable;mv 997 997 Other;mv 998 998 Dont know;mv Band B 300 001 ART & DESIGN 301 002 BUSINESS 302 003 HEALTH & SOCIAL CARE 303 004 LEISURE & TOURISM 304 005 MANUFACTURING 305 006 CONSTRUCTION 306 007 HOSPITALITY & CATERING 307 008 SCIENCE 308 009 ENGINEERING 309 010 INFORMATION TECHNOLOGY 310 011 MANAGEMENT STUDIES 311 012 MEDIA: COMMUNICATION & PRODUCTION 312 013 RETAIL & DISTRIBUTION 313 014 LAND & ENVIRONMENT 314 015 PERFORMING ARTS 315 016 FRENCH 316 017 GERMAN 317 018 SPANISH 996 996 Unclear/uncodeable;mv 997 997 Other;mv 998 998 Dont know;mv


38

Band C 400 001 BUSINESS/FINANCE (GENERAL) 401 002 MANAGEMENT (GENERAL) 402 003 PUBLIC ADMINISTRATION 403 004 INTERNATIONAL BUSINESS STUDIES/BRIEFINGS 404 005 ENTERPRISES 405 006 MANAGEMENT SKILLS 406 007 MANAGEMENT PLANNING & CONTROL SYSTEMS 407 008 HUMAN RESOURCES MANAGEMENT 408 009 FINANCIAL MANAGEMENT/ACCOUNTING 409 010 FINANCIAL SERVICES 410 011 OFFICE SKILLS 411 012 TYPING/SHORTHAND/SECRETARIAL SKILLS 412 013 MARKETING/PR 413 014 EXPORT/IMPORT/EUROPEAN SALES 414 015 RETAILING/WHOLESALING/DISTRIBUTIVE TRADES 415 016 RETAILING/DISTRIBUTION SPECIFIC TYPES 416 017 SALES WORK 417 018 PHYSICAL DISTRIBUTION 418 019 COMPUTER TECHNOLOGY 419 020 IT: COMPUTER SCIENCE/PROGRAMMING/SYSTEMS 420 021 IT: COMPUTER USE 421 022 USING SOFTWARE & OPERATING SYSTEMS 422 023 TEXT/GRAPHICS/MULTIMEDIA PRESENTATION SOFTWARE 423 024 SOFTWARE FOR SPECIFIC APPLICATIONS/INDUSTRIES 424 025 INFORMATION WORK/INFORMATION USE 425 026 INFORMATION SYSTEMS/MANAGEMENT 426 027 LIBRARIES/LIBRARIANSHIP 427 028 HUMANITIES/GENERAL STUDIES/COMBINED STUDIES 428 029 HISTORY 429 030 ARCHAEOLOGY 430 031 RELIGOUS STUDIES 431 032 PHILOSOPHY 432 033 GOVERNMENT/POLITICS 433 034 ECONOMICS 434 035 LAW 435 036 SOCIAL SCIENCES GENERAL/COMBINED 436 037 SOCIAL STUDIES 437 038 CULTURAL/GENDER/FOLKLORE 438 039 LITERATURE 439 040 LIGUISTIC STUDIES 440 041 LANGUAGES 441 042 CULTURAL/AREA/SOCIAL/DIASPORA STUDIES 442 043 EDUCATION THEORY/LEARNING ISSUES 443 044 TEACHER TRAINING 444 045 TEACHING/TRAINING: SPECIFIC SUBJECTS 445 046 EDUCATION/SCHOOL ORGANISATION 446 047 TRAINING/VOCATIONAL QUALIFICATIONS 447 048 CARRERS/EDUCATION GUIDANCE WORK 448 049 SELF DEVELOPMENT 449 050 CARRER CHANGE/ACCESS 450 051 CONTINUING EDUCATION (BASIC SKILLS) 451 052 PERSONAL FINANCE/CONSUMERISM/RIGHTS 452 053 PARENTING/CAREERS 453 054 DISABLED PEOPLE: SKILLS/FACILITIES 454 055 CRISIS/ILLNESS/SELF HELP 455 056 PERSONAL HEALTH/FITNESS/APPEARANCE 456 057 THERAPUTIC PERSONAL CARE 457 058 HAIR/PERSONAL CARE SERVICES 458 059 ART STUDIES/FINE ARTS 459 060 ART TECHNIQUES/PRACTICE


39

460 061 MUSEUM/GALLERY/CONSERVATION SKILLS 461 062 COLLECTING/ANTIQUES 462 063 CRAFTS: LEISURE/GENERAL 463 064 DECORATIVE LEISURE CRAFTS 464 065 DECORATIVE METAL CRAFTS/JEWELLERY 465 066 FASHION/TEXTILES/CLOTHING (CRAFT) 466 067 FABRIC CRAFTS/SOFT FURNISHINGS 467 068 WOOD CANE & FURNITURE CRAFTS 468 069 GLASS/CERAMICS/STONE CRAFTS 469 070 COMMUNICATION/MEDIA (GENERAL) 470 071 COMMUNICATION SKILLS 471 072 WRITING (AUTHORSHIP) 472 073 JOURNALISM 473 074 PHOTOGRAPHY 474 075 FILM/VIDEO PRODUCTION 475 076 AUDIO & VISUAL MEDIA 476 077 PRINT & PUBLISHING 477 078 PERFORMING ARTS 478 079 DANCE 479 080 THEATRE & DRAMATIC ARTS 480 081 VARIETY CIRCUS & MODELLING 481 082 THEATRE PRODUCTION 482 083 MUSIC HISTORY/THEORY 483 084 MUSIC OF SPECIFIC KINDS/CULTURES 484 085 MUSIC PERFORMANCE 485 086 MUSICAL INSTRUMENT TECHNOLOGY 486 087 SPORTS STUDIES/COMBINES SPORTS 487 088 AIR SPORTS 488 089 WATER SPORTS 489 090 ATHLETICS GYMNASTICS & COMBINED SPORTS 490 091 WHEELED SPORTS 491 092 WINTER SPORTS 492 093 BALL & RELATED GAMES 493 094 COUNTRY/ANIMAL SPORTS 494 095 INDOOR GAMES 495 096 HOTEL/CATERING (GENERAL) 496 097 FOOD/DRINK SERVICES 497 098 CATERING SERVICES 498 099 HOSPITALITY SERVICES 499 100 BAKING/DAIRY/FOOD & DRINK PROCESSING 500 101 COOKERY 501 102 HOME ECONOMICS 502 103 FOOD SCIENCE/TECHNOLOGY 503 104 TOURISM & TRAVEL 504 105 LEISURE/SPORTS FACILITIES WORK 505 106 COUNTRY LEISURE FACILITIES WORK 506 107 ARTS/CULTURAL/HERITAGE ADMINISTRATION 507 108 HEALTH CARE MANAGEMENT/HEALTH STUDIES 508 109 MEDICAL SCIENCES 509 110 COMPLEMENTARY MEDICINE 510 111 PARAMEDICAL SERVICES/SUPPLEMENTARY MEDICINE 511 112 MEDICAL TECHNOLOGY/PHARMACOLOGY/DENTAL SERVICES 512 113 OPHTHALMIC SERVICES 513 114 NURSING 514 115 SEMI-MEDICAL/PHYSICAL/PSYCHO/THERAPIES 515 116 PSYCHOLOGY 516 117 OCCUPATIONAL HEALTH & SAFETY 517 118 SOCIAL CARE/SOCIAL WORK SKILLS 518 119 FAMILY/COMMUNITY WORK 519 120 CRISIS SUPPORT/COUNSELLING 520 121 CHILD CARE SERVICES 521 122 ENVIRONMENTAL PROTECTION/CONSERVATION 522 123 ENERGY ECONOMICS/MANAGEMENT/CONSERVATION 523 124 POLLUTION/POLLUTION CONTROL


40

524 125 ENVIRONMENTAL HEALTH/SAFETY 525 126 CLEANSING 526 127 FUNERAL SERVICES 527 128 SECURITY 528 129 FIRE PREVENTION/FIRE FIGHTING 529 130 SCIENCE & TECHNOLOGY ( GENERAL) 530 131 MATHEMATICS 531 132 PHYSICS 532 133 CHEMISTRY 533 134 ASTRONOMY 534 135 EARTH SCIENCES 535 136 LAND & SEA SURVEYING/CARTOGRAPHY 536 137 LIFE SCIENCES 537 138 AGRICULUTRE/HORTICULTURE (GENERAL) 538 139 AGRICULTURAL SCIENCES 539 140 CROP PROTECTION/FERTILISERS/BY-PRODUCTS 540 141 CROP PRODUCTION 541 142 GARDENING/FLORISTRY/PLANT SALES 542 143 AMENITY HORTICULTURE/SPORTSGROUNDS 543 144 FORESTRY/TIMBER PRODUCTION 544 145 ANIMAL HUSBANDRY 545 146 FISH PRODUCTION/FISHERIES 546 147 AGRICULTURAL ENGINEERING/FARM MACHINERY 547 148 AGRICULTURAL/HORTICULTURAL MAINTENANCE 548 149 RURAL/AGRICULTURAL BUSINESS ORGANISATION 549 150 VETERINARY SERVICES 550 151 PETS/DOMESTIC ANIMAL CARE 551 152 BUILT ENVIRONMENT (GENERAL) 552 153 PROPERTY: SURVEYING/PLANNING/DEVELOPMENT 553 154 BUILDING DESIGN/ARCHITECTURE 554 155 CONSTRUCTION (GENERAL) 555 156 CONSTRUCTION MANAGEMENT 556 157 BUILDING/CONSTRUCTION OPERATIONS 557 158 BUILDING SERVICES 558 159 INTERIOR DESIGN/FITTING/DECORATION 559 160 CONSTRUCTION SITE WORK 560 161 CIVIL ENGINEERING 561 162 STRUCTURAL ENGINEERING 562 163 PRODUCTION/OPERATIONS MANAGEMENT 563 164 PURCHASING/PROCUREMENT & SOURCING 564 165 QUALITY & RELIABILITY MANAGEMENT 565 166 INDUSTRIAL CONTROL/MONITORING 566 167 INDUSTRIAL DESIGN/RESEARCH & DEVELOPMENT 567 168 ENGINEERING SERVICES 568 169 MANUFACTURING (GENERAL) 569 170 MANUFACTURING/ASSEMBLY 570 171 INSTRUMENT MAKING/REPAIR 571 172 TESTING MEASUREMENT & INSPECTION 572 173 CHEMICAL PRODUCTS 573 174 GLASS/CERAMICS/CONCRETES MANUFACTURE 574 175 POLYMER PROCESSING 575 176 TEXTILES/FABRICS (INDUSTRIAL) 576 177 LEATHER FOOTWEAR & FUR 577 178 WOODWORKING/FURNITURE MANUFACTURING 578 179 PAPER MANUFACTURE 579 180 FOOD/DRINK/TOBACCO (INDUSTRIAL) 580 181 ENGINEERING/TECHNOLOGY (GENERAL) 581 182 METALS WORKING/FINISHING 582 183 WELDING/JOINING 583 184 TOOLS/MACHINING 584 185 MECHANICAL ENGINEERING 585 186 ELECTRICAL ENGINEERING 586 187 POWER/ENERGY ENGINEERING 587 188 ELECTRONIC ENGINEERING


41

588 189 TELECOMMUNICATIONS 589 190 ELECTRICAL/ELECTRONIC SERVICING 590 191 AEROSPACE/DEFENCE ENGINEERING 591 192 SHIP & BOAT BUILDING/MARINE/OFFSHORE ENGINEERING 592 193 ROAD VEHICLE ENGINEERING 593 194 VEHICLE MAINTENANCE/REPAIR 594 195 RAIL VEHICLE ENGINEERING 595 196 MINING/QUARRYING/EXTRACTION 596 197 OIL & GAS OPERATIONS 597 198 CHEMICALS/MATERIALS ENGINEERING 598 199 METALLURGY/METAL PRODUCTION 599 200 POLYMER SCIENCE/TECHNOLOGY 600 201 TRANSPORT (GENERAL) 601 202 FREIGHT HANDLING 602 203 AVIATION 603 204 MARINE TRANSPORT 604 205 RAIL TRANSPORT 605 206 DRIVING/ROAD SAFETY 606 207 ROAD TRANSPORT OPERATION 607 208 MOTOR TRADE OPERATIONS 608 501 ART & DESIGN 609 502 BUSINESS 610 503 HEALTH & SOCIAL CARE 611 504 LEISURE & TOURISM 612 505 MANUFACTURING 613 506 CONSTRUCTION 614 507 HOSPITALITY & CATERING 615 508 SCIENCE 616 509 ENGINEERING 617 510 INFORMATION TECHNOLOGY 618 511 MANAGEMENT STUDIES 619 512 MEDIA: COMMUNICATION & PRODUCTION 620 513 RETAIL & DISTRIBUTION 621 514 LAND & ENVIRONMENT 622 515 PERFORMING ARTS - DO NOT USE 623 516 FRENCH 624 517 GERMAN 625 518 SPANISH 998 998 DK 997 997 Other 999 999 Not Answered BAND D 701 201 CLINICAL MEDICINE 702 202 CLINICAL DENTISTRY 703 203 ANATOMY & PHYSIOLOGY 704 204 PHARMACOLOGY 705 205 PHARMACY 706 206 NUTRITIONS 707 207 OPTHALMICS 708 208 AUDIOLOGY 709 209 NURSING & NURSERY NURSING 710 210 MEDICAL TECHNOLOGY 711 211 OTHER MEDICAL SUBJECTS 712 212 BIOLOGY 713 213 BOTANY 714 214 ZOOLOGY 715 215 MICROBIOLOGY 716 216 MOLECULAR BIOLOGY & BIOPHYSICS 717 217 BIOCHEMISTRY 718 218 PSYCHOLOGY UNLESS SOLELY AS A SOCIAL SCIENCE 719 219 OTHER BIOLOGICAL SCIENCE


42

720 220 VETERINARY SCIENCE 721 221 AGRICULTURE 722 222 FORESTRY 723 223 FOOD SCIENCE 724 224 OTHER AGRICULTURE SUBJECTS 725 225 CHEMISTRY 726 226 MATERIALS SCIENCE 727 227 PHYSICS 728 228 ASTRONOMY 729 229 GEOLOGY 730 230 GEOGRAPHY STUDIES AS A SCIENCE 731 231 ENVIRONMENTAL SCIENCE & OTHER PHYSICAL STUDIES 732 232 MATHEMATICS 733 233 STATISTICS 734 234 COMPUTER & IT 735 235 OTHER MATHEMATICAL SCIENCE 736 236 GENERAL ENGINEERING 737 237 CIVIL ENGINEERING 738 238 MECHANICAL ENGINEERING 739 239 AERONAUTICAL ENGINEERING 740 240 ELECTRICAL ENGINEERING 741 241 ELECTRONIC ENGINEERING 742 242 PRODUCT ENGINEERING 743 243 CHEMICAL ENGINEERING & FUEL TECHNOLOGY 744 244 OTHER ENGINEERING 745 245 MINERALS TECHNOLOGY 746 246 METALLURGY 747 247 CERAMICS & GLASSES 748 248 POLYMERS & TEXTILES/ FURNITURE PRODUCTION 749 249 OTHER MATERIALS TECHNOLOGY/ PRINTING 750 250 MARINE TECHNOLOGY 751 251 BIOTECHNOLOGY 752 252 OTHER TECHNOLOGIES 753 253 ARCHITECTURE 754 254 BUILDING/ CONSTRUCTION 755 255 ENVIRONMENTAL TECHNOLOGIES 756 256 TOWN & COUNTRY PLANNING 757 257 OTHER ARCHITECTURAL STUDIES 758 258 ECONOMICS 759 259 SOCIOLOGY 760 260 SOCIAL POLICY & ADMINISTRATION 761 261 APPLIED SOCIAL WORK/ CARING & WELFARE 762 262 ANTHRAPOLOGY 763 263 PSYCHOLOGY WITHOUT SIGNIFICANT BIOLOGICAL SCIENCE 764 264 GEOGRAPHY UNLESS SOLELY AS A PHYSICAL SCIENCE 765 265 POLITICS 766 266 LAW/ BUSINESS LAW 767 267 OTHER SOCIAL STUDIES 768 268 BUSINESS & MANAGEMENT STUDIES/ TYPING/S'HAND/WP/ COMP 769 269 OPERATIONAL RESEARCH 770 270 FINANCIAL MANAGEMENT 771 271 ACCOUNTANCY 772 272 MARKETING & MARKET RESEARCH/ RETAIL 773 273 INDUSTRIAL RELATIONS 774 274 HOTEL/ CATERING/ INSTITUTIONAL MANAGEMENT/ TOURISM 775 275 LAND & PROPERTY MANAGEMENT 776 276 TRANSPORT & OTHER BUSINESS & ADMIN STUDIES 777 277 LIBRARIANSHIP 778 278 INFORMATION SCIENCE 779 279 COMMUNICATION STUDIES 780 280 MEDIA STUDIES 781 281 PUBLISHING 782 282 JOURNALISM 783 283 OTHER MASS COMMUNICATION & DOCUMENTATION STUDIES


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784 284 LINGUISTICS 785 285 COMPARATIVE LITERATURE 786 286 ENGLISH 787 287 AMERICAN STUDIES 788 288 CELTIC LANGUAGES 789 289 CLASSICS 790 290 OTHER ANCIENT LANGUAGES 791 291 FRENCH 792 292 GERMAN 793 293 ITALIAN 794 294 SPANISH 795 295 PORTUGUESE 796 296 LATIN AMERICAN LANGUAGES 797 297 SCANDINAVIAN LANGUAGES 798 298 RUSSIAN 799 299 SLAVONIC & EAST EUROPEAN LANGUAGES 800 300 OTHER GENERAL EUROPEAN LANGUAGES 801 301 CHINESE 802 302 JAPANESE 803 303 OTHER ASIAN LANGUAGES 804 304 MODERN MIDDLE EASTERN LANGUAGES 805 305 AFRICAN LANGUAGES 806 306 OTHER LANGUAGE STUDIES 807 307 OTHER OR UNSPECIFIED OR GENERAL MODERN LANGUAGES 808 308 HISTORY 809 309 ECONOMIC & SOCIAL HISTORY 810 310 HISTORY OF ART 811 311 ARCHEOLOGY 812 312 PHILOSOPHY 813 313 THEOLOGY & RELIGIOUS STUDIES 814 314 FINE ART 815 315 DESIGN STUDIES/ PHOTOGRAPHY 816 316 DRAMA 817 317 CINEMATICS 818 318 CRAFTS FLOWER ARRANGING/ UPHOLSTERY 819 319 BEAUTY & HAIRDRESSING 820 320 "ART & DESIGN, OTHER" 821 321 MUSIC 822 322 PHYSICAL EDUCATION 823 323 ACADEMIC STUDIES IN EDUCATION 824 324 TECHNIQUES IN TEACHING CHILDREN 825 325 TECHNIQUES IN TEACHING ADULTS 826 326 EDUCATION FOR THOSE WITH SPECIAL NEEDS 827 327 TECHNOLOGY IN EDUCATION 828 328 MANAGEMENT & ORGANISATION IN ORGANISATION 829 329 OTHER TOPICS IN EDUCATION 830 330 COMBINED OR GENERAL SCIENCE 831 331 COMBINED OR GENERAL ARTS 832 332 OTHER COMBINED OR GENERAL COURSES 833 333 COMBINED GENERAL & LEISURE STUDIES NOT ELSEWHERE 834 334 TRIPLE COMBINATIONS 835 335 OTHER COURSES NOT ELSEWHERE CLASSIFIED


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Categories of qualification types and results. Band A – Academic Qualifications (see also 50-60) 01 GCSE 02 GCSE SHORT COURSE (SPECIFIC MENTIONS) 03 NCC (NATIONAL CURRICULUM CERTIFICATE) 04 GCE A-LEVEL 05 GCE A/S EXAM 06 S LEVEL 07 OTHER ACADEMIC QUALIFICATIONS (EXCLUDING HIGHER EDUCATION) NOT CODES 01-06 ABOVE OXFORD & CAMBRIDGE & SCOTTISH HIGHERS Band B – GNVQ Subjects 08 GNVQ FOUNDATION 09 GNVQ INTERMEDIATE 10 GNVQ ADVANCED/VOCATIONAL A LEVELS/AVCEs 11 OTHER GNVQ (NOT CODES 08-10) Band C – NVQ Subjects 12 RSA NVQ LEVEL 1/CERTIFICATE 13 RSA NVQ LEVEL 2/DIPLOMA 14 RSA NVQ LEVEL 3/ADVANCED DIPLOMA/TEACHING CERTIFICATE 15 RSA NVQ LEVEL4/HIGHER DIPLOMA/TEACHING DIPLOMA 16 RSA DON'T KNOW NVQ LEVEL/OTHER RSA 17 BTEC NVQ LEVEL 1/FIRST/GENERAL CERTIFICATE 18 BTEC NVQ LEVEL 2/FIRST/GENERAL DIPLOMA 19 BTEC NVQ LEVEL 3/NATIONAL CERTIFICATE/DIPLOMA 20 BTEC NVQ LEVEL 4/HIGHER CERTIFICATE/DIPLOMA 21 BTEC DON'T KNOW NVQ LEVEL/OTHER BTEC 22 CITY & GUILDS NVQ LEVEL 1/PART 1 23 CITY & GUILDS NVQ LEVEL 2/PART2/CRAFT/INTERMEDIATE 24 CITY & GUILDS NVQ LEVEL 3/PART 3/FINAL/ADVANCED CRAFT 25 CITY & GUILDS NVQ LEVEL 4/CAREER EXTENSION/FTC 26 CITY & GUILDS DON'T KNOW NVQ LEVEL/OTHER C & G 27 CITY & GUILDS DIPLOMA OR VOCATIONAL EDUCATION (DVE) NATIONAL 28 CITY & GUILDS DIPLOMA OF VOCATIONAL EDUCATION (DVE) INTERMEDIATE 29 CITY & GUILDS DIPLOMA OF VOCATIONAL EDUCATION (DVE) NOT KNOWN WHETHER NATIONAL OR INTERMEDIATE 30 NVQ (NOT RSA BTEC OR C & G) LEVEL 1 31 NVQ (NOT RSA BTEC OR C & G) LEVEL 2 32 NVQ (NOT RSA BTEC OR C & G) LEVEL 3 33 NVQ (NOT RSA BTEC OR C & G) LEVEL 4 34 NVQ (NOT RSA BTEC OR C & G) DON'T KNOW LEVEL/OTHER NVQ 35 CPVE 36 INTERNATIONAL BACCALAUREATE 37 OND/ONC 38 HND/HNC 39 REGIONAL EXAMINING BODIES 40 PROFESSIONAL QUALIFICATIONS 42 OTHER BAND C NEC AT NVQ LEVEL 1 43 OTHER BAND C NEC AT NVQ LEVEL 2 44 OTHER BAND C NEC AT NVQ LEVEL 3 45 OTHER BAND C NEC AT NVQ LEVEL 4 46 OTHER BAND C NEC NVQ LEVEL NOT STATED (INCLUDE LCCI) & DUKE OF EDINBURGH PITMANS LIFE SAVING AWARDS


45

Other Qualifications 50 HIGHER DEGREE OR POSTGRADUATE AWARDS 51 TEACHER TRAINING 52 FIRST DEGREE 53 DIPLOMA OF HIGHER EDUCATION (DIP HE) 54 OTHER HIGHER EDUCATION DIPLOMA OR CERTIFICATE 55 PROFESSIONAL QUALIFICATIONS - HIGHER EDUCATION 56 OTHER HIGHER EDUCATION 57 OTHER QUALIFICATION BAND NOT KNOWN 58 KEY SKILLS CERTIFICATE (NOT AS PART OF GNVQ) 60 FOUNDATION DEGREE Not Coded 90 NO MORE TO CODE 96 UNCLEAR/UNCODEABLE 97 OTHER 98 DON'T KNOW 99 NOT ANSWERED (QUALIFICATION NOT STATED) Codes to use for "results" 01 A 02 B 03 C 04 D 05 E 06 F 07 G 08 N 09 U 10 PASS 11 FAIL 12 DISTINCTION 13 PENDING 14 MERIT 15 CREDIT 96 Others (DfEE Code 99) 98 DON'T KNOW 99 Not Answered (DfEE Code 96 - Nothing)


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APPENDIX C POSTAL CODE FRAMES

S3Q2 'We would like to know what you doing at the moment' 01 Looking for work or unemployed 02 Modern Apprenticeship, National Traineeship, or other government supported training. 03 In a full time job (over 30 hours a week) 04 In a part time job 05 In full time education at university, college or school 06 Taking a break from study / work /taking a gap year 07 Looking after the home or family 08 Doing something else / other 09 Part time education 10 Part time job if not main activity 11 Temporary/casual work 12 Abroad (Holiday and/or work abroad) 13 Voluntary work 14 Illness/accident 15 Waiting to start job/govt sponsored training/ training course 16 Pregnant/just had a baby 17 Training for job/trainee 18 Joined armed forces/waiting to go into armed forces 19 Been ill/sick/in hospital S3Q16 'Where are you studying? 01 University 02 Higher Education College 03 College of Further Education / tertiary college 04 Independent college 05 Other 06 School 07 Sixth form College 08 Private Training Centre 09 Training centre run by your employer / training provider 10 Your place of work S3Q22 What other time period does this cover? 1. Termly 2. Yearly 3. Other 4. Weekly 5. Monthly 6. Duration of course


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S3A29 'Which of these are you studying for?' 1 Degree 2 Diploma in Higher Education 3 Initial Teacher Training 4 HND 5 other 6 Nursing Qualification S3Q41N Drugs/Alcohol Problems S3Q41O Criminal Record S3Q41P Just finished exams / studies S3Q41Q Already have college course / training ready to start Sq60g Students / halls of residence Sq60h Partner's parents


48

APPENDIX D CATI HE CODE FRAMES

Others “What were your reasons for not taking that place?” Open Allow up to 4 answers to be coded Problems with course / changed course Problems with university (eg location) Change of mind Ather NComp "Why do you think it is unlikely that you will complete your current course? Open Allow up to 4 answers to be coded. Didn't like the course Changing courses Can't afford / financial / job problems Want to work / go into armed forces Irrelevant Other NoLnX "Please tell me why you are no longer doing a Higher Education course?" Open Allow up to 4 answers to be coded Problems with university Problems with course Financial reasons Other Henoth There are many different reasons why people do not in the end take a course which they might do. Please tell me the reasons why you did not start a Higher Education course last autumn?" Allow up to 4 answers to be coded Did not get grades or points required for the course / still studying Changed mind about doing a HE course Could not afford to enter HE / didn't want to get into debt Other Wanted a break from study (not gap year) Poor health (not pregnancy) Wanted a job / preferred to work


49

NotHeC "Please tell me why you have decided not to apply for a HE course in the end?" Allow up to 4 answers to be coded Too expensive / didn't want to get into debt Vocation doesn't require HE qual Had enough of studying / university not for them Wanted to work 0ther Notres "Please tell me the reasons why you have always thought you will be doing something else other than higher education?" Allow up to 4 answers to be coded 1 Too expensive / didn't want to get into debt 2 Vocation doesn't require HE qual 3 Had enough of studying / HE not for them 4 Wanted to work Other GapO "Now that you have taken a year off before starting a Higher Education course, please tell me what you’ve been doing so far this year and if this is what you will be doing for the rest of this year? BACKCODE Allow up to 5 answers to be coded Travelling Working abroad / studying abroad Working in Britain Training / getting new quals Retaking examinations / course Other Voluntary work Caring for own child Caring for family Nextyro "What do you think will be your main activity in 12 months time? Do you think you will be in full-time education, doing government supported training, in a full-time job or doing something else?' IF DOING SOMETHING ELSE PROBE FOR ACTIVITY" Respondent has answered "other" BACKCODE Out of work /unemployed Modern Apprenticeship (foundation or advanced or other government supported training) Full-time job Part-time job Studying for a qualification other than a HE course Studying for a HE course Looking after the home / family Doing something else Education unclassified Travelling / gap year


50

APPENDIX E CATI HE CAREER CODING

Administration would be the major area, arts administration the mid area and an arts agent would be the minor area. An arts agent would therefore be coded as 112.

AGCAS General

Occupational Areas

Major Mid Minor

Administration Arts Administration Arts Administrator 1 1 1

Arts Agent 1 1 2 Community Arts Working 1 1 3Office and Secretarial

Services Bilingual Secretary 1 2 4

Farm / Agricultural Secretary 1 2 5 Legal Secretary 1 2 6 Medical Secretary 1 2 7 Personal Assistant 1 2 8 Secretary 1 2 9 Verbatim Reporter 1 2 10

Administration - Churches, Charities,

Political Parties

Charities/voluntary organisations administrator

1 3 11

Charity fundraiser 1 3 12 Church administrator 1 3 13 Political party agent 1 3 14 Volunteer work organiser 1 3 15Administration - Public

Bodies Civil Service administrator, fast stream

(science)1 4 16

Civil Service administrator, fast stream entry

1 4 17

Diplomatic Service, operational entry (grade B3)

1 4 18

Diplomatic Service, policy entrant 1 4 19 European Commission administrator 1 4 20 GCHQ graduate management trainee 1 4 21 Health Service manager 1 4 22 Houses of Parliament clerk 1 4 23 International organisations administrator 1 4 24 Local government administrator 1 4 25 NHS management trainee 1 4 26

Administration - Industry/ Commerce

Company Secretary 1 5 27

Facilities Manager 1 5 28Administration,

Educational Education administrator 1 6 29

Further education administrator 1 6 30 Higher education administrator 1 6 31


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Advertising, Promotion &

Marketing

Advertising Advertising account executive 2 1 1 Advertising account manager 2 1 2 Advertising account planner 2 1 3 Advertising copywriter 2 1 4 Media buyer 2 1 5 Media planner 2 1 6

Market Research Consumer psychologist 2 2 7 Market research executive 2 2 8 Market research manager 2 2 9 Market research statistician/analyst 2 2 10

Marketing Marketing assistant, consumer products 2 3 11 Marketing assistant, industrial products 2 3 12 Marketing executive, consumer products 2 3 13 Marketing executive, industrial products 2 3 14

Promotion and Public Relations

Public affairs consultant (lobbyist) 2 4 15

Public affairs manager 2 4 16 Public relations account executive 2 4 17 Public relations officer 2 4 18


52

Animal & Plant

resources

Agriculture Agricultural consultant/adviser 3 1 1 Agriculture research scientist 3 1 2 Agronomist 3 1 3 Animal nutritionist 3 1 4 Farm manager 3 1 5 Field trials officer 3 1 6 Plant breeder/geneticist 3 1 7 Soil scientist 3 1 8Veterinary and Animal

Care Animal psychologist 3 2 9

Veterinary nurse 3 2 10 Veterinary surgeon 3 2 11 Zookeeper 3 2 12

Forestry Arboriculturist 3 3 13 Forest manager/forester 3 3 14 Forest ranger 3 3 15 Sawmill manager 3 3 16 Timber merchant 3 3 17 Tree surgeon 3 3 18

Horticulture Crop producer 3 4 19 Horticultural consultant 3 4 20 Horticulture research scientist 3 4 21 Horticulturist, amenity 3 4 22

Fisheries Fisheries research scientist 3 5 23 Fish farm manager 3 5 24


53

Buying, Selling &

Retailing

Retailing and Wholesaling

Auctioneer/valuer, fine arts 4 1 1

Bookseller 4 1 2 Community pharmacist 4 1 3 Computer sales person, retail 4 1 4 Dispensing optician 4 1 5 Garden centre manager 4 1 6 Retailer, wines and spirits 4 1 7 Retail manager 4 1 8 Retail manager, chain/department store 4 1 9 Retail manager, DIY store 4 1 10 Retail manager, supermarket 4 1 11 Wholesale manager 4 1 12

Buying/ Purchasing Construction buyer 4 2 13 Industrial buyer 4 2 14 Retail buyer 4 2 15

Selling and Sales Management

Contracts manager/officer 4 3 16

Financial services consultant 4 3 17 Sales executive 4 3 18 Sales executive, consumer 4 3 19 Sales executive, export 4 3 20 Sales executive, media space sales 4 3 21 Sales executive, medical 4 3 22 Sales executive, publishing 4 3 23 Sales executive, technical 4 3 24 Sales executive, vehicles 4 3 25 Sales manager 4 3 26 Sales support executive 4 3 27


54

Creative Arts,

Design & Crafts

Two Dimensional Design

Animator 5 1 1

Graphic designer 5 1 2 Illustrator 5 1 3 Medical photographer 5 1 4 Press photographer 5 1 5

Fashion and Textile Colourist 5 2 6 Fashion accessories designer 5 2 7 Fashion clothing designer 5 2 8 Fashion designer (children's wear) 5 2 9 Fashion designer (menswear) 5 2 10 Fashion designer (women's wear) 5 2 11 Fashion illustrator 5 2 12 Fashion predictor 5 2 13 Fashion stylist 5 2 14 Textile designer 5 2 15

Three Dimensional Design

Furniture designer 5 3 16

Industrial/product designer 5 3 17 Interior/inscape designer 5 3 18 Jewellery designer 5 3 19 Make-up artist 5 3 20 Television/film set/theatre set designer 5 3 21

Visual Arts Museum/gallery conservator/restorer 5 4 22 Printmaker 5 4 23


55

Education

Lecturing in Further and Higher Education

Adult education lecturer/tutor 6 1 1

Further education lecturer 6 1 2 Higher education lecturer 6 1 3

Teaching in Schools Classroom assistant 6 2 4 Nursery nurse 6 2 5 Pre-school/nursery teacher 6 2 6 Primary school teacher 6 2 7 Secondary school teacher 6 2 8Education Advice and

Development Educational Psychologist 6 3 9

Teaching English as a Foreign Language

English as a foreign language teacher 6 4 10

English as a second language teacher 6 4 11 English for special purposes teacher 6 4 12

Teaching in Non-School/ College

Settings

Environmental education officer 6 5 13

Music teacher, private/peripatetic 6 5 14Special Education Special Educational Needs Teacher 6 6 15


56

Employment &

Labour

Human Resources/ Personnel

Management

Compensation and benefits manager 7 1 1

Employee relations officer 7 1 2 Equal opportunities officer 7 1 3 Occupational psychologist 7 1 4 Personnel officer 7 1 5 Prison psychologist 7 1 6

Recruitment Recruitment and selection manager 7 2 7 Recruitment consultant 7 2 8

Training Training and Development Officer / Manager

7 3 9


57

Engineering

Engineering Design Aeronautical engineer 8 1 1 Biomedical engineer 8 1 2 Electrical engineer 8 1 3 Electronics engineer 8 1 4 Mechanical engineer 8 1 5 Naval architect 8 1 6

Process Engineering, Control and

Maintenance

Brewing engineer 8 2 7

Control and instrumentation engineer 8 2 8 Maintenance engineer 8 2 9 Process engineer 8 2 10

Installation and Commissioning

Engineering

Commissioning engineer 8 3 11

Installation engineer 8 3 12Engineering Research

and Development materials Engineer 8 4 13

Commercial Engineering and

Customer Services

Technical Sales manager 8 5 14


58

Finance

Retail Banking and Personal Financial

Services

Banking manager 9 1 1

Credit analyst 9 1 2 Investment adviser, retail banking 9 1 3

Taxation Chartered accountant (tax) 9 2 4 Revenue executive, Inland Revenue 9 2 5 Tax adviser 9 2 6 Tax inspector, Inland Revenue 9 2 7 VAT officer 9 2 8

Accountancy, Chartered

Chartered accountant 9 3 9

Chartered accountant (audit) 9 3 10 Chartered accountant (insolvency) 9 3 11Accountancy, Certified Chartered certified accountant 9 4 12

Financial Management

Chartered managenent accountant 9 5 13

Accountancy, Public Finance

Chartered public finance accountant 9 6 14

Corporate, Commercial and

Investment Banking

Commercial banker 9 7 15

Investment banker (corporate finance) 9 7 16Management Consultancy

Management consultant 9 8 17

Management consultant, human resources 9 8 18 Management consultant, strategic 9 8 19


59

Health Care

Complementary Medicine

Acupuncturist 10 1 1

Alexander technique practitioner 10 1 2 Aromatherapist 10 1 3 Chiropractor 10 1 4 Herbalist/phytotherapist 10 1 5 Homoeopath 10 1 6 Naturopath 10 1 7 Osteopath 10 1 8 Reflexologist 10 1 9

Nursing and Related Occupations

Adult nurse 10 2 10

Children's nurse 10 2 11 Health promotion specialist 10 2 12 Health visitor 10 2 13 Mental health nurse 10 2 14 Midwife 10 2 15

Therapy Specialisms Art therapist 10 3 16 Dance movement therapist 10 3 17 Dramatherapist 10 3 18 Hearing therapist 10 3 19 Horticultural therapist 10 3 20 Hypnotherapist 10 3 21 Music therapist 10 3 22

Medical Support Specialisms

Chiropodist 10 4 23

Clinical psychologist 10 4 24 Dietician 10 4 25 Forensic psychologist 10 4 26 Health psychologist 10 4 27 Occupational therapist 10 4 28 Occupational therapy assistant 10 4 29 Physiotherapist 10 4 30 Physiotherapy assistant 10 4 31 Radiographer, diagnostic 10 4 32 Radiographer, therapeutic 10 4 33 Speech and language therapist 10 4 34 Speech and language therapy assistant 10 4 35

Dentistry Dental hygienist 10 5 36 Dentist 10 5 37 Dentist, community 10 5 38 Dentist, general practice 10 5 39 Dentist, hospital 10 5 40

Medicine Doctor, community health 10 6 41 Doctor, general practice 10 6 42 Doctor, hospital 10 6 43


60

Hotel, Catering & Accommodation

Services

Hotel and Accommodation

Management

Accommodation manager 11 1 1

Banqueting manager 11 1 2 Contract cleaning manager 11 1 3 Domestic bursar, student accommodation 11 1 4 Domestic manager/housekeeper, hotel 11 1 5 Hospital hotel services manager 11 1 6 Hotel manager 11 1 7 Youth hostel warden 11 1 8Catering Management Catering manager 11 2 9 Fast food restaurant manager 11 2 10 Food and beverage manager 11 2 11

Conference and Exhibition

Organisation

Conference organiser 11 3 12

Exhibition organiser 11 3 13


61

Information

Services

Library and Information

Management

Abstractor 12 1 1

Academic librarian 12 1 2 Indexer 12 1 3 Information officer/manager 12 1 4 Information scientist 12 1 5 Library/information assistant 12 1 6 Public librarian 12 1 7 Records manager 12 1 8

Heritage and Museums

Management

Archaeological conservator 12 2 9

Archivist 12 2 10 Genealogist 12 2 11 Herald 12 2 12 Museum/art gallery curator 12 2 13 Museum/gallery exhibitions officer 12 2 14 Museum education officer 12 2 15

Translation and Interpreting

Conference interpreter 12 3 16

Interpreter 12 3 17 Translator 12 3 18

Social Research Parliamentary research assistant 12 4 19 Political party research officer 12 4 20 Social researcher 12 4 21 Trade union research officer 12 4 22

Patent Work Patent agent 12 5 23 Patent examiner 12 5 24 Regulatory affairs officer 12 5 25 Trade mark attorney 12 5 26


62

Information

Technology & Management

Services

Economic and Statistical Services

Agricultural economist 13 1 1

Biometrist 13 1 2 Development economist 13 1 3 Economics and statistical consultant 13 1 4 Economist 13 1 5 Financial economist 13 1 6 Government economist 13 1 7 Industry economist 13 1 8 Risk analyst 13 1 9 Statistician 13 1 10 Statistician, government 13 1 11 Statistician, industry 13 1 12 Statistician, medical 13 1 13

Programming, Systems Analysis and Software Engineering

Applications programmer 13 2 14

Geographical information systems manager 13 2 15 Information technology consultant 13 2 16 Multimedia programmer 13 2 17 Software engineer 13 2 18 Software trainer 13 2 19 Systems analyst 13 2 20 Systems designer 13 2 21 Systems programmer 13 2 22 Web designer 13 2 23

Computer Systems Sales and Services

Computer sales support person 13 3 24

Computer Operations Database administrator 13 4 25 Information systems manager 13 4 26Management Services Ergonomist 13 5 27 Industrial engineer/work study officer 13 5 28 Operational researcher 13 5 29 Organisation and methods officer 13 5 30

Technical Authorship Technical author 13 6 31


63

Insurance &

Pensions

Actuarial Work Actuary 14 1 1 Actuary, commercial/industrial 14 1 2 Actuary, consultant 14 1 3 Actuary, government 14 1 4

Insurance, Sales Insurance account handler 14 2 5 Insurance broker 14 2 6 Insurance claims broker 14 2 7 Insurance technical broker 14 2 8

Insurance, Technical Insurance claims inspector 14 3 9 Insurance underwriter 14 3 10 Loss adjuster, chartered 14 3 11

Law Enforcement & Protection

Armed Forces Armed Forces officer, operational 15 1 1 Armed Forces officer,

support/administrative15 1 2

Armed Forces officer, technical 15 1 3 Armed Forces officer, training and

education15 1 4

Customs and Immigration

Customs officer 15 2 5

Excise and inland customs officer 15 2 6 Executive officer (Customs and Excise) 15 2 7 Immigration officer, passport control 15 2 8

Public Health and Consumer Protection

Environmental health officer 15 3 9

Inspector of health and safety 15 3 10 Trading standards officer 15 3 11 Transport police officer 15 3 12

Emergency Services Firefighter 15 4 13 MoD police officer 15 4 14 Paramedic 15 4 15 Police officer 15 4 16 Police officer, detective 15 4 17 Police officer, uniformed 15 4 18 Prison governor 15 4 19 Prison officer 15 4 20 Security management officer 15 4 21


64

Legal Services

Barristers Barrister 16 1 1 Barrister, chancery practice 16 1 2 Barrister, common law practice 16 1 3 Barrister, criminal practice 16 1 4

Lawyers (qualified either as solicitor or

barrister)

Lawyer 16 2 5

Lawyer, Armed Forces 16 2 6 Lawyer, central government 16 2 7 Lawyer, Crown Prosecution Service 16 2 8 Lawyer, industry and commerce 16 2 9 Lawyer, law centre 16 2 10 Lawyer, local government 16 2 11 Lawyer, magistrates court 16 2 12 Lawyer/linguist 16 2 13 Lawyer (EU institutions) 16 2 14 Notary public 16 2 15

Ancillary Legal Professionals

Legal clerk 16 3 16

Legal executive (England and Wales) 16 3 17 Licensed conveyancer 16 3 18

Solicitors Solicitor 16 4 19 Solicitor, commercial 16 4 20 Solicitor, legal aid practice 16 4 21


65

Leisure &

Recreation Services

Tourism and Travel Children's resort representative 17 1 1 Courier/tour guide 17 1 2 Holiday representative 17 1 3 Tourism consultant 17 1 4 Tourism officer 17 1 5 Tourist guide 17 1 6 Tourist information centre manager 17 1 7 Travel agency clerk/travel consultant 17 1 8 Travel agency manager 17 1 9

Sport and Leisure Services

Cinema manager 17 2 10

Fitness centre manager 17 2 11 Leisure centre manager 17 2 12 Lifestyle consultant 17 2 13 Pool attendant 17 2 14 Recreation assistant 17 2 15 Sports administrator 17 2 16 Sports coach/instructor 17 2 17 Sports development officer 17 2 18 Sportsman/woman 17 2 19 Sports psychologist 17 2 20 Theme park manager 17 2 21

Manufacturing & Processing

Quality Assurance and Testing

Inspection engineer 18 1 1

Quality assurance manager 18 1 2 Quality engineer 18 1 3 Test engineer 18 1 4

Production Engineering

Manufacturing engineer 18 2 5

Manufacturing systems engineer 18 2 6Plant and Production

Management Plant/works manager 18 3 7

Production manager 18 3 8 Production supervisor 18 3 9

Production Planning and Control

Producation planner / contraoller 18 4 10


66

Physical

Resources & the Environment

Cartography Cartographer 19 1 1 Hydrographic surveyor 19 1 2 Land/geomatics surveyor 19 1 3 Photogrammetrist 19 1 4 Remote sensing scientist 19 1 5Mining and Extraction Cementing/stimulation engineer 19 2 6

Completion engineer 19 2 7 Drilling engineer 19 2 8 Petroleum engineer 19 2 9 Reservoir engineer 19 2 10

Environmental Management and

Conservation

Conservation adviser, landscape/wildlife 19 3 11

Countryside manager 19 3 12 Nature conservation officer 19 3 13 Water conservation officer 19 3 14

Environmental Protection and Control

Environmental auditor 19 4 15

Environmental consultant 19 4 16 Environmental impact consultant 19 4 17 Environmental psychologist 19 4 18 Recycling officer 19 4 19 Waste disposal officer 19 4 20 Water operations manager 19 4 21 Water quality inspector 19 4 22

Exploration Exploration geophysicist/geologist 19 5 23 Field seismologist 19 5 24 Geochemist 19 5 25 Geophysical data processor 19 5 26 Hydrogeologist 19 5 27 Hydrologist 19 5 28 Mudlogger 19 5 29 Seismic interpreter 19 5 30 Wire-line logger 19 5 31


67

Property &

Construction

Land and Property Management and

Surveying

Agricultural auctioneer 20 1 1

Agricultural surveyor 20 1 2 Auctioneer/valuer 20 1 3 Building surveyor 20 1 4 Estate agency sales negotiator 20 1 5 Estate manager/land agent 20 1 6 Historic buildings inspector/conservation

officer20 1 7

Historic property manager 20 1 8 Housing manager/officer 20 1 9 Land and property auctioneer 20 1 10 Property investment surveyor 20 1 11 Property manager 20 1 12 Rural practice surveyor 20 1 13 Urban general practice surveyor 20 1 14 Valuation surveyor 20 1 15

Architecture Architect 20 2 16 Architectural technologist 20 2 17

Civil Engineering and Construction

Building control officer 20 3 18

Building services engineer 20 3 19 Civil engineer (consulting) 20 3 20 Civil engineer (contracting) 20 3 21 Construction estimator 20 3 22 Engineering geologist 20 3 23 Environmental engineer 20 3 24 Geotechnical engineer 20 3 25 Planner engineer 20 3 26 Quantity surveyor 20 3 27 Site agent/manager 20 3 28 Site engineer 20 3 29 Structural engineer 20 3 30 Waste management engineer 20 3 31 Water engineer 20 3 32Landscape / Architect Landscape architect 20 4 33 Landscape contractor 20 4 34 Landscape manager 20 4 35

Town and Regional Planning

Planning administrator 20 5 36

Planning and development surveyor 20 5 37 Planning enforcement officer 20 5 38 Planning technician 20 5 39 Town planner 20 5 40


68

Publishing, Media & Performing Arts

Broadcasting, Film and Video

(Production)

Broadcast assistant, radio 21 1 1

Film/video runner 21 1 2 Floor manager (TV) 21 1 3 Radio studio manager 21 1 4 Stage manager 21 1 5 Television production assistant 21 1 6

Broadcasting, Film and Video (Technical)

Broadcasting engineer (operational) 21 2 7

Camera technician, film/video 21 2 8 Sound technician, broadcasting/film/video 21 2 9 Sound technician, film/video 21 2 10 Television camera assistant 21 2 11 Television camera operator 21 2 12 Vision mixer 21 2 13

Journalism Broadcasting journalist 21 3 14 Fashion journalist 21 3 15 Magazine journalist 21 3 16 Newspaper journalist 21 3 17 Radio journalist 21 3 18 Scientific journalist 21 3 19 Television journalist 21 3 20

Publishing and Printing

Commissioning editor 21 4 21

Editorial assistant 21 4 22 Literary agent 21 4 23 Production assistant, printing 21 4 24

Theatre Theatre director 21 5 25 Theatre lighting technician 21 5 26 Theatre sound manager 21 5 27 Theatre stage manager 21 5 28 Wardrobe manager 21 5 29


69

Scientific Services

Scientific Research and Development

Analytical chemist 22 1 1

Clothing/textile technologist 22 1 2 Colour technologist 22 1 3 Food technologist 22 1 4 Materials technologist 22 1 5 Meteorologist 22 1 6 Oceanographer 22 1 7 Packaging technologist 22 1 8 Pharmacologist 22 1 9 Research scientist (life science) 22 1 10 Research scientist (physical sciences) 22 1 11 Scientist, industrial research 22 1 12 Scientist, process development 22 1 13 Scientist, product development 22 1 14 Technical brewer 22 1 15

Scientific Technical Support

Animal laboratory technician 22 2 16

Materials technician 22 2 17 Scientific laboratory technician 22 2 18

Medical Related Scientific Services

Audiological scientist 22 3 19

Biomedical scientist (MLSO) 22 3 20 Clinical biochemist 22 3 21 Clinical cytogeneticist 22 3 22 Hospital pharmacist 22 3 23 Medical physicist 22 3 24Scientific Analysis and

Investigation Clinical research associate 22 4 25

Forensic scientist 22 4 26 Occupational hygienist 22 4 27 Public analyst 22 4 28 Quality control scientist 22 4 29 Radiation protection practitioner 22 4 30 Toxicologist 22 4 31


70

Social & Pastoral

Care

Educational and Careers Guidance

Adult guidance worker 23 1 1

Careers adviser 23 1 2 Careers consultant 23 1 3 Higher education careers adviser 23 1 4

Community Work Advice worker 23 2 5 Community worker 23 2 6 Consumer rights advice worker 23 2 7 Debt/finance adviser 23 2 8 Employment advice worker 23 2 9 Higher education advice worker 23 2 10 Housing adviser 23 2 11 Race relations worker 23 2 12 Welfare rights adviser 23 2 13 Youth worker 23 2 14

Social and Probation Work

Care assistant 23 3 15

Probation officer 23 3 16 Social work assistant 23 3 17 Social worker 23 3 18 Social worker, day care setting 23 3 19 Social worker, education setting 23 3 20 Social worker, field setting 23 3 21 Social worker, health care setting 23 3 22 Social worker, mental health setting 23 3 23 Social worker, residential setting 23 3 24 Social worker, voluntary organisation 23 3 25

Counselling Counsellor 23 4 26 Counsellor, private practice 23 4 27 Psychotherapist 23 4 28


71

Transport & Distribution

Transport Air cabin crew 24 1 1 Airline pilot 24 1 2 Air traffic controller, civil 24 1 3 Port manager 24 1 4 Rail operations manager 24 1 5 Transportation manager, passenger

services24 1 6

Transportation planner 24 1 7Storage and Distribution

Distribution/logistics manager 24 2 8

Fast freighting company manager 24 2 9 Freight forwarder 24 2 10 Warehouse manager 24 2 11

Other Other / Incodeable 25 1 1


73

APPENDIX F PILOT DOCUMENTS


74

P2171

Jan/2002

YCS Higher Education

(Cognitive)


75

INTERVIEWER AFFIX LABEL BELOW

SCREENER

S1. At present are you studying full-time for a higher education course at college or university?

Yes 1 GO TO S2

No 2 GO TO SECTION D

S2. Whether intended or applied to go into Higher Education (APPLY01 = yes) 1 GO TO SECTION A

All others 2 GO TO SECTION B


76

Section A: Applying to HE

All In HE and intended to apply to HE

INTENDED INSTITUTION AND COURSE FROM PREVIOUS INTERVIEW (Label P3)

INSTITUTION: _______________________________________________

COURSE: _______________________________________________

A1 At which university or Higher Education institution are you currently studying?

ENTER: _______________________________________________

CODE: Same as intended 1

Different from intended 2

A2 And what subject are you studying there?

ENTER: _______________________________________________

CODE: Same as intended 1

Different from intended 2

A3a You have told me that you are currently studying

___________________ (COURSE) at _________________ (UNIVERSITY).

Did you enter this combination on your UCAS form?

Yes 1 A3b

No 2 A4

IF ENTERED ON UCAS FORM

A3b In which order did you put this combination on your UCAS form?

First 1

Second 2

Third 3 NOW GO TO A5

Fourth 4

Fifth 5

Other (WRITE IN: ________________________) 6


77

IF NOT ENTERED ON UCAS FORM

A4 How did you obtain this university place?

CODE ALL THAT APPLY

Through ‘Clearing’ 1

By contacting the University directly 2

In some other way (SPECIFY BELOW) 3

______________________________________________

______________________________________________

______________________________________________

______________________________________________

ALL

A5 INTERVIEWER CHECK A1 AND A2:

UNIVERSITY IS SAME AS INTENDED (CODE 1 AT A1)

AND COURSE IS SAME AS INTENDED (CODE 1 AT A2) 1 B1

ALL OTHERS 2 A6a

A6a Last time we spoke to you, you said that your first choice was to study

___________________ (COURSE) at _________________ (UNIVERSITY).

Did you enter this combination on your UCAS form?

Yes 1 A6b

No 2 A7


78

IF ORIGINAL CHOICE ENTERED ON UCAS FORM

A6b Which order did you put this combination on your UCAS form?

First 1

Second 2

Third 3

Fourth 4

Fifth 5

Other (WRITE IN) 6

_____________________________________

A7 INTERVIEWER CHECK A1:

UNIVERSITY IS SAME AS INTENDED (CODE 1 AT A1) 1 A10

ALL OTHERS 2 A8a

IF CURRENT UNIVERSITY IS DIFFERENT FROM ORIGINAL CHOICE (OTHERS GO TO A10)

A8a Last time we spoke to you, you said that your first choice of Higher Education institution was

______________________ . Why are you going to ________________ instead?

ENTER VERBATIM ANSWER

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

PROMPT AS NECESSARY

A8b Was getting lower A Level grades than you’d hoped for a reason for you not going to your

original first choice university?

Yes 1

No 2

PROMPTAS NECESSARY

A8c Were worries about the costs a reason for not going to your original first choice university?

Yes 1 A8d

No 2 A9


79

IF ANY WORRIES ABOUT COST OF STUDYING WERE A REASON

A8d Please say what worries you had about the cost of studying at that university?

ENTER VERBATIM

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

IF CURRENT UNIVERSITY IS DIFFERENT FROM ORIGINAL CHOICE

A9 Thinking just about your choice of university, would you still prefer to have gone

to your first choice or would you prefer to be where you are now?

Prefer first choice 1

Prefer where am now 2

Like both equally 3

Can’t say 4

A10 INTERVIEWER CHECK A2:

COURSE IS SAME AS INTENDED (CODE 1 AT A2) 1 B1

ALL OTHERS 2 A11a

IF DIFFERENT SUBJECT FROM ORIGINAL CHOICE (OTHERS GO TO B1)

A11a Last time we spoke to you, you said that your first choice of subject was

______________________ . Why are you studying ________________ instead?

ENTER VERBATIM ANSWER

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________


80

PROMPT AS NECESSARY?

A11b Was getting lower A Level grades than you’d hoped for a reason for you changing

from your first choice of subject?

Yes 1

No 2

IF DIFFERENT SUBJECT FROM ORIGINAL CHOICE (OTHERS GO TO B1)

A12 Thinking just about your subject, would you still prefer to have

studied your original first choice of subject or would you prefer to be

doing what you are doing now?

Prefer first choice 1

Prefer what studying now 2

Like both equally 3

Can’t say 4


81

Section B: Current experiences / difficulties of HE & information available

All In HE

B1. Some people are unable to complete their university courses for a variety of reasons.

Would you say it is likely or unlikely that you will complete your current course?

Probe: Would that be very or fairly likely / unlikely?

Very likely 1 GO TO B3

Fairly likely 2 GO TO B3

Fairly unlikely 3 ASK B2

very unlikely 4 ASK B2

Don't know 5 GO TO B3

B2 Why do you think it is unlikely that you will complete your current course?

INTERVIEWER ENTER VERBATIM

_________________________________________________

_________________________________________________

_________________________________________________

B3 Please tell me what you think the main benefits will be of being in Higher Education?

INTERVIEWER PROBE FULLY AND MULTICODE:

Probe: Which others

Will lead to a good / better job (than I would get otherwise) 1

Will lead to a well paid job 2

Gives you better opportunities in life 3

Is essential for the career I want to go into 4

Shows that you have certain skills 5

People will respect me more 6

To delay entering work/ give me time to decide on a career 7

Wanted to carry on learning/ I am good / interested in my subject 8

The social life/ lifestyle / meeting new people / it’s fun 9

Gives you more confidence 10

Makes you independent/ maturity / personal development

/ learning to cope on own 12

Other (state) 13

_________________________________________________

_________________________________________________


82

B4 READ

I am going to ask you some questions about being in higher education. I will use the word

university to describe any institution where you can study for a Higher Education course.

B5 How well do you feel you are doing on your course? Would you say...READ…

…very well 1

quite well 2

not very well 3

or not at all well? 4

Don't Know 5

B6 READ

I am going to read out a list of difficulties which some students say they experience.

For each one please tell me if it was or was not a problem for you?

B7 Has this been a problem for you or not. "There is too much work on your higher education course"

IF PROBLEM PROBE WITH 'Is that a big problem or a small problem'

Big problem 1

Small problem 2

No problem at all 3

Don't Know 4

B8 Would you say that the amount of work your higher education course involves is more or less of

a problem than you expected?

More 1

less 2

about the same 3


83

B9 Would you say that you knew enough about the amount of work your course would involve

before you went to university?

Yes 1

No 2

Don't know 3

B10. Has this been a problem for you or not. "Not having enough supervision or help with the work

on your course".


Big problem 1

Small problem 2

No problem at all 3

Don't know 4

B11. Would you say that the amount of supervision and help with the work on your course is more or

less of a problem than you expected?

More 1

Less 2

about the same 3

B12. Would you say you knew enough about how much supervision you could expect before you

went to university?

Yes 1

No 2

Don't know 3


84

B13. Has this been a problem for you or not. "The level of the course you are studying is too difficult"


Big Problem 1

Small problem 2

No problem at all 3

Don't know 4

B14. Would you say that the level and difficulty of the work on your course is more or less of a

problem than you expected?

More 1

less 2

about the same 3

Don't Know 4

B15. Would you say you know enough about the level and difficulty of the work your course would

involve before you went to university?

Yes 1

No 2

Don't know 3

{All in HE}

B17. Has this been a problem for you or not. " Managing your finances since you started university last

year".


Big Problem 1 ASK B18

Small problem 2 ASK B18

No problem at all 3 GO TO B19



85

B18. Would you say that managing your finances is more or less of a problem than you expected?

More 1

less 2

about the same 3

Don't Know 4

B19. Would you say you knew enough about how to manage your finances before you went to

university?

Yes 1

No 2

Don't know 3

{All in HE}

B20. Has this been a problem for you or not. "Living away from home".


Big Problem 1 ASK B21

Small problem 2 ASK B21

No problem at all 3 GO TO B22


B21. Would you say that living away from home is more or less of a problem than you expected?

More 1

less 2

about the same 3

Don't Know 4


86

B22. Would you say you knew enough about living away from home before you went to university?

Yes 1

No 2

Don't know 3

No B23-B25

B26. Now I would like you to think about your decision to go into higher education rather than doing

something else. Do you think that this was the right or wrong decision?

Probe: Would you say this is definitely or probably the right / wrong decision?

Definitely the right decision 1

Probably the right decision 2

Probably the wrong decision 3

Definitely the wrong decision? 4

Don't know 5

B27. Have you ever spoken to anyone to get any advice about managing your finances better

since starting your higher education course?

Yes 1 GO TO B29

No 2 ASK B28

Don't know 3 ASK B28


87

B28. Since starting at university, have you ever thought about getting advice about managing

your finances?

Yes 1 GO TO B30

No 2 GO TO B30


B29. From who or where did you get advice about managing your finances?

INTERVIEWER PROBE FULLY AND MULTI-CODE

Student Welfare officer/ Student Union / student advice centre 1

University official 2

Bank 3

Tutor (personal or course) 4

Friend 5

Parent 6

Brother / sister 7

Other 8

B30. Have you ever spoken to anyone to get any advice about better managing the work for your course?

Yes 1 GO TO B32

No 2 ASK B31

Don't know 3 ASK B31

B31. Since starting at university, have you ever thought about getting advice about managing

the work for your course?

Yes 1 GO TO C1

No 2 GO TO C1

Don't know 3 GO TO C1


88

B32. Where did you get advice about managing the work for your course?

INTERVIEWER PROBE FULLY AND MULTI-CODE

Student Welfare officer/ Student Union / student advice centre 1

University official 2

Bank 3

Tutor (personal or course) 4

Friend 5

Parent 6

Brother / sister 7

Other 8


89

ALL IN HE

C1. Tuition fees are the fees charged by a university to cover teaching, course materials, use of library

facilities and so on but not for things like accommodation.

Have you been charged, or will you be charged, tuition fees for your course at {current institution}?

INTERVIEWER: IF RESPONDENT PAYS PROPORTION OF FEES CODE AS YES

Yes, 1 ASK C2

No 2 GO TO C3

C2. Do you yourself pay the tuition fees or are they be paid for you by your parents or another family

member? PROBE FULLY AND MULITCODE

Self 1

Parents 2

Other family member 3

Other 4

C3 These days it can be very expensive to go to university and people use many different ways to pay

for the costs of this. I’d like to ask a few questions about the ways you might be using to do this.

At the moment do you have a student loan from the Student Loan Company?

Yes 1

No 2

C4 And at the moment do you have a loan from a bank or building society?

Yes 1

No 2

C5 And at the moment do you have an overdraft with a bank or building society?

Yes 1

No 2


90

C6 INTERVIEWER CHECK QC2

Respondent pays tuition fees themselves (Code 1) 1 ASK QC7

All others 2 GO TO QC8

C7 Other than the loans or overdrafts we’ve just talked about, are you using money from any other

source to help pay your tuition fees this year?

PROBE IF YES: From which people or sources?

Money from Parents 1

Own savings 2

Loan/ gift from other family member 3

Money from term-time job 4

Money from vacation job 5

Other 6

{All}

C8 READ

I’d like to ask you a few questions now about your everyday living expenses, things like rent, food,

travel and going out.

C9 First, now you’re at university have you found that you’re spending more on everyday living

expenses than you expected to before you started there, less than you expected or about the same?

More 1 ASK C10

Less 2 GO TO C11

About the same 3 GO TO C11

C10 Do you find yourself spending a lot more than you expected you would on everyday living or

just a little more?

Lot 1

Little 2

DK 3


91

C11 Thinking about the Autumn term or semester last year, that is between September and December

2001, please tell me whether you used each of the following sources of money to help pay for your

everyday living expenses during term time. Did you use a loan or gift from a parent?

Yes 1

No 2

C12 Did you use a loan or gift from another family member?

Yes 1

No 2

C13 Did you use your own savings?

Yes 1

No 2

C14 Did you use money from a term-time job?

Yes 1

No 2

C15 Did you use money from a vacation job?

Yes 1

No 2

C16 Did you use any other source of money?

Yes 1

No 2


92

C17 And what would you say is your main source of money to pay your living expenses during term?

CODE ONE ONLY

Money from Parents 1

Student Loan 2

Bank Loan 3

Overdraft 4

Own savings 5

Loan/ gift from other family member 6

Money from term-time job 7

Money from vacation job 8

Money from some other source 9

C18 Since you started university have you had to take out any loans or overdrafts that you hadn’t

originally planned to?

Yes 1

No 2

C19 (Can I Just check) since you have been at university have you done any paid work during term time?

Yes 1 ASK C20

No 2 END OF INTERVIEW

C20 Have you been working on a regular basis, that is in most weeks or every week in term, or just now and

then?

Regular 1 ASK QC21

Now and then 2 GO TO C22


93

C21 Thinking about your paid work during term, do you usually do this

…READ…

... on weekdays only

on weekends only

or on both weekdays and weekends?

Varies (DO NOT READ)

C22 And in a normal term time week for how many hours on average would you be doing this part-time

work…

ENTER NO OF HOURS

If ‘Can’t say’ then PROMPT. Would you say that on average this is …READ…

…Less than 8 hours a week X

Between 9 and 16 hours a week or O

17 hours or more a week? L

C23 Have you found that working part-time interferes with your keeping up with university

course work?

Yes 1 ASK C24

No 2 GO TO C25

C24 Would you say your job interferes with keeping up with your course work…READ…

A lot, or 1

A little? 2

C25 Before you started university did you think you would need to have a term-time job?

Yes 1 ASK C26

No 2 END


94

C26 Have you worked more, less or about the same amount during term time than you expected?

More 1

Less 2

About the same amount? 3

END OF INTERVIEW


95

SECTION D

Those NOT currently in HE

D1 INTERVIEWER CHECK LABEL ON P1

RESPONDENT APPLIED / INTENDED TO APPLY 1

ALL OTHERS 2

D2 Last time we interviewed you we asked you some questions about higher education. By Higher

Education course I mean a degree or HNC, HND or Higher Education Diploma at a

university or similar institution where you can study for Higher Education courses.

We do not include further education and studying for A levels or GNVQs as Higher Education.

Can I just check, did you apply for a place on a higher education course to start in Autumn 2001?

Yes 1 ASK D3

No 2 GO TO D5

D3. Did you start a higher education course in Autumn 2001?

Yes 1 ASK D4

No 2 GO TO D5

D4 Please tell me why you decided to stop doing your course?

INTERVIEWER ENTER VERBATIM

D5. Have you applied or do you intend to apply for a higher education course this academic year?

Yes 1 END

No 2 ASK D6


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D6 Please tell me the reasons why you decided NOT to apply for a course of higher education beginning

in autumn 2002?

HE is expensive/ you can get into debt 1

Have to depend on your parents money / Not financially independent 2

No guarantee of a good job 3

Application process was difficult 4

It can be hard to fit in / settle in / live away from home 5

Workload can be hard 6

Family wanted me to start working 7

Teachers /careers staff advised me not to do HE 8

Wanted to take a gap year 9

Other (state) 10


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P2171 YCS C10S3 Cognitive Pilot Report of HE CATI module

16/01/02

The cognitive pilot for the cohort 10 sweep 3 Pathways survey was carried out between 9 and 16 of

January 2002. The sample covered three areas, namely London, Portsmouth and Nottingham. Ten

interviews were conducted lasting approximately an hour. Interviews were conducted by specially

trained cognitive interviewers and a researcher. Interviewers were briefed and debriefed by a researcher

and a representative from DfES attended the debriefing. All interviews were recorded and respondents

were paid £15 for participating.

Respondents for the pilot were those who had responded to the HE telephone module at cohort 10

sweep 2 and were currently in higher education. The pilot contained feed forward information from

sweep 2 detailing where each respondent intended to go to university and which course they hoped to

study. The aim of the pilot was to test the Higher Education (HE) module, specifically looking at the

clarity of the questions, how easy they were to answer and the thought processes involved in answering

them using a combination of "think aloud" interviewing techniques and retrospective probing.

The respondents for this sweep were all 18 years old and had just finished their first term at university.

They included six female s and four males, with a mixture of those living at home and away from during

term time. Eight of the respondents were following a different higher education route than they had

previously reported in sweep two.

In general the questionnaire flowed well and respondents were able to answer all the questions. None of

the questions were deemed to be too sensitive. This report provides an account of the findings from the

debrief where action is required. If questions worked well no record is made of them below.


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Section A

A2

Problem: The information from sweep 2 and the reported course title in sweep 3 may differ even though

it is actually the same course.

Action: Ensure at this question we get the modified course title and check with the respondent if necessary to make

sure it is the same course as they intended to study.

A3a A3b A5 A6a

Problem: "Did you enter this combination on your UCAS form?"

The term 'Combination' was not easily understood by some respondents. Others could not decide if we

wanted them to rank the subject , university or both.

Action: Reword question using text fills from C10S2 data rather than general terms. "Did you enter…at…on

your UCAS form?"

Problem: "In which order did you put this combination on your UCAS form?"

"Order" caused problems, as respondents could not remember how they ranked each university and

course. Furthermore this does not take into account the difference between route A and B sections of the

UCAS application which were used by a student who was studying for a graphic design course.

Action: Reword question using text fills rather than short cut general terms. Also ask only if institution and

subject combination were first choice. "Was …at…your first choice on your UCAS form?"

A4

Problem: "Clearing" was not understood by all respondents although those that had been through

clearing did understand the term.

Action: Provide interviewers with definition for use on a help screen.

Problem: Not all students have heard of UCAS, such as nurses.

Action: A question is needed so non UCAS applicants can be filtered around A3a onwards.

DfES to advise on different possible entrance schemes.

A8a

Problem: There is a problem establishing the difference between those who are not doing what they

really wanted to do in HE and those who are. The problem arises when asked about their "first choice


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university" which they told us about in sweep 2. Many respondents had changed their mind over what

their first choice university was over the time between the two sweeps. Thus somebody can answer that

they are going to their "first choice" university even though it is different to that recorded in sweep 2.

Some respondents also thought in terms of subject here.

Action: Do not ask this question to those who are currently studying at their first choice UCAS application

institution. There is significant overlap between subject and institutional choices that it may not be possible to

differentiate.

A8b

Problem: Some respondents answered in terms of points.

Action: Reword question "Was getting lower grades or fewer points than you'd hoped for a reason for you not

going to …?"

A9

Problem: Respondents did not focus on their university but included their course.

Action: Use text fills to draw the attention to university. "Thinking about …, would you still prefer to have gone

to …or would you prefer to be at…? Please think just about the place you art studying rather than the course "

General Comment

There is a worry that we are trying to establish whether the respondent is disappointed with their HE

location.

Action: Add question before A8a with same filter. Are you disappointed that you are studying at …instead of…..?

Section B

B3

Problem: The code frame was sometimes difficult to use.

Action: Brief clearly to interviewers and provide examples of how to code common responses.

B5

Problem: Majority of respondents reported "quite well" and there is a concern as to whether we would

get any respondents using the extremes of the scale.

Action: Consider asking respondent to give themselves a mark out of ten where 0 is doing very badly and 10 is

doing very well. DfES to advise.


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B7 B13 B17 B20

Problem: The answer categories were seen as negative with some respondents choosing words such as

"a challenge" and "testing" over "problem". However there is a difficulty in that one respondents

challenge is another's problem.

Action: Use term difficulty instead of problem.

B8

Problem: The current wording does not always discern between whether the work was more than the

respondent expected or more simply if the workload causes a problem (which has already been covered

at B7).

Action: Reword the question to bring the expectation to the front of the respondents mind. Ask this question only

to those who are having a difficulty (DfES to confirm). "Did you expect to have a (big / small) difficulty with the

amount of work your HE course involves?

B10 B11

Problem: All respondents felt that the academics were very approachable but struggled to find them to

get the supervision they needed. This led to repetition at B10 and B11.

Action: See B8 which should provide a solution to this problem.

B12 B15

Problem: Often respondents did not know about the supervision / level of their course until they started

university.

Action: Add code to allow for this

B13 B14

Problem: Workload rather than level of course caused a problem, such feelings led to repetition between

B7/B8 and B13/B14.

Action: Reword: "Aside form the workload, is the level of the course you are studying a difficulty for you?"

B17

Problem: May be a sensitive question as some students do not have any finances to manage (e.g. live at

home and parents pay for everything). Often students saw this question regarding whether they had

enough money and not about managing it. Bursaries are not taken into account.


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Action: Provide explanation of "managing your finances" such as: By managing your finances I mean budgeting

with the money you have available to you to make sure it lasts until the end of term.

B20/B21/B22

Problem: Many students saw this in terms of finances, causing some repetition with previous questions.

Action: The aim is to establish how respondents are managing to look after themselves and make friends. Reword

question. "Has this caused you a difficulty or not: Looking after yourself and settling in to university now you are

living away from your home and family".

Problem: Not all students live away from home.

Action: Add question to see if respondent lives away from home, and if so route them past B20/B21/B22.

B27

Problem: Respondents include times when people force information / advice on them.

Action: Reword question "Have you ever sought advice or help about managing your finances better since starting

your higher education course?"

B28/31

Problem: Respondents see the question as asking about even a passing thought about asking for help /

advice.

Action: Reword question "Since starting university have you ever seriously thought about getting advice..?"

Section C

C2

Problem: Some confusion over whether step parents should be coded as parents.

Action: Reword code "parents (including step parents) DfES have confirmed this.

C3 C4 C5

Problem: Those students with bursaries have a different financial situation.

Action: DfES to advise.


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C3: Problem: Does not account for those who have applied and those who have received student loan.

Action: Refine code frame

Yes - received loan

Yes - applied and awaiting decision

No.

Problem: One respondent confused tuition fees and student loans.

Action: Provide definitions for interviewers.

Problem: Confusion between being overdrawn, having an overdraft and an overdraft facility.

Action: add following description '…by overdraft I mean actually owing the bank money rather than simply

having an overdraft facility'.

Problem: The order of the questions does not seem to get the most from respondents with tuition fees

question being split up.

Action: Re order questions: C1 C2 C7 C3 C4 C5.

C7

Problem: Students loans missing, money from parents already covered.

Action: Amend codes as appropriate

C8

Problem: Respondents did not include all every day living expenses.

Action: Expand list to include - toiletries, books, materials and equipment.

C9

Problem: No identification of what has cost the respondent more than expected.

Action: Add question after C10 to ask 'Please tell me on what you are spending (a lot / a little) more?

Problem: Students often had to buy materials and equipment above their expectations, such as

computers as they are always booked up at university.

Action: Consider asking an extra question on whether respondent has felt the need to buy any expensive equipment

for their course. DfES to advise. Would need to be before every day living expenses to clear that one off costs for

large equipment are excluded.


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C11-C15

Problem: Students work during vacation to save up and pay for the next term, this is not captured in

current run of questions.

Action: Reorder questions so C15 is asked before C11. In addition add text to C13 'Please include only savings you

had when you finished had school or VI college before you started your HE course'.

Problem: Respondents forget daily living expenses when they are not their own expenses (e.g. parents

pay directly rent).

Action: Reword question 11 to be: 'Did you use any money from your parents including any payments they may

make on your behalf such as rent?

C16

Problem: Non exhaustive.

Action: Add including student loans, access and hardship funds or a bursary? (DfES to advise if these need to be

broken out)

C17

Problem: Respondents forget living expenses when they are paid directly by someone else.

Action: Question needs to remind respondent about rent payments.

C23 / C24

Problem: Categories are too blunt, i.e. work does not interfere with studies but makes it more rushed.

Action: Have one question that asks: 'Do you think that working part-time interferes with you keeping up with

your university coursework a lot, a little or not at all?


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P2171 March 2002 PATHWAYS 2002 (YOUTH COHORT STUDY) INSTRUCTIONS FOR CATI PILOT Wednesday 27th March 2002 Brentwood Telephone Unit (Link House) 2pm. Background 'Pathways' is the name by which respondents know the England and Wales Youth Cohort Study (YCS). It involves large samples (usually 20 thousand or more) being surveyed two or three times usually by means of a postal questionnaire. The survey has been a major source of information for those who make policies for young people, and has monitored, for example, the change from GCE/O-levels to GCSE exams, changes in Youth Training Programmes and the introduction of Modern Apprenticeships. P2171 is the third sweep of a cohort, meaning the respondents have helped us twice before and are now aged around 18. The Pilot We are using actual cohort members for this survey and the questionnaire you are testing is designed to be a follow-up to a postal questionnaire completed by cohort members in 2000. Much of the questionnaire you are piloting is a computer-assisted version of a paper self-completion questionnaire. We therefore have to be sure that the respondent understands the questions when they are asked over the telephone. Sometimes we have adapted the wording for the telephone but sometimes the wording is identical to the postal version. The Pilot Aims Test the length of the questionnaire Identify key strategies for refusal conversion and persuasion. Test that the questions make sense to respondents. 4. Test that the routing works correctly. 5. Test that the outcome codes are appropriate to this study. The Pilot Sample Note that there are two sample groups for this project.


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1. Respondents who are asked the core questions only 2. Respondents who are asked the core questions and questions about higher education Each cohort member has been sent an advanced letter. We have provided you with a copy of this. The Structure of the questionnaire Please remember that the questions are routed according to the individual responses and therefore not all respondents will be asked all the questions. Core Module This section aims to find out what the respondent is doing at the moment and how they have spent the time since we last contacted them. We are particularly interested in qualifications they have achieved and training or education they are currently undertaking. We also collect socio-economic and demographic data. Attitude questions about work and education Timeline of their activities from January 2001 until February 2002 Qualifications they have obtained - (vocational and then academic) Full and Part time education Qualifications which are currently being studied for - (vocational and then academic) Employment questions Household questions Higher Education (HE) Module This module (for those who are in the HE sample) aims to find out their experiences of further education, with a focus on university life. We want to know if they are doing what they said they wanted to do last year, and whether they are happy with what they are currently doing. We look closely at finances and career plans. For those not in higher education we ask if they intend to apply, or if they are taking a gap year. Which route was taken to get into HE and any changes of plan Current experiences and difficulties of HE and information available to them Student finances - sources and coping strategies Career plans If not in higher education - future and current activities Gap year


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Those not currently in HE and did not intend to apply in 2000 - likelihood of future HE entry and their attitudes towards HE. Notes on specific questions Core Questions IntDay This question needs the date entering (ie. 1-30) and not the day of the week (1-7). Jan-Feb02 What was your main activity in January 2001? Were you in full time education, doing government supported training, in a full time job or doing something else? Please remember this is asking about their main activity therefore if they were ill during the month for a couple of weeks you should still record their main or usual activity, that is their job or education. OCR Have you obtained any OCR qualifications since the beginning of January 2001? Please note that a respondent may call this an RSA qualification. OCR has taken over OCR so all RSA'a without exception are to be coded as an OCR. FT9 Can I just check, at present are you studying fulltime for any qualifications, either vocational, that's work related or academic? INTERVIEWER: Fulltime includes sandwich courses but not day or block release. Do not include courses, which are part of a full time job or training. Do include correspondence course and open learning courses. It is important to remember we are trying to get answers including fulltime academic orientated courses as opposed to those courses undertaken with or for work. Sandwich courses are further education courses that contain an element of work experience as part of the qualification. For example a degree course may be extended from three to four years with the third year being spent in the work place. Day or block release refers to qualifications which are gained by spending the majority of a week / month in the work place but being allowed to go to college for work related course once a week or a proportion of each month. Correspondence courses / open learning are studied at home.


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LIVE 1 (Do you live with ) a husband, wife or partner? If the respondent says they live with their boyfriend / girlfriend ask the question again so that the answer is up to the respondent's discretion, as they may not consider a boyfriend/ girlfriend as their partner. HE Module GrdChk and MonChk ASK OR CODE Can I just check was getting lower A-level grades or fewer points than you'd hoped for a reason you didn't go to (university name) ASK OR CODE Can I just check were worries about costs a reason you didn't go to (university name) These questions give the instruction "ASK or CODE" because the answer may be evident from previous questions and we want to avoid repetition of questions. However if there is any doubt to the answer they must be asked. HeMeth Did you get your place at university studying (subject) by Applying through UCAS Going through clearing Applying directly to the university or college Some other way. UCAS is the University and Colleges Admissions Service. They handle all applications for a place at university. Clearing refers to the method of trying to get a place at university from what is left over after most students have already taken their places. HeBen Please tell me what you think the main benefits will be to you of being in higher education? INTERVIEWER PROBE FULLY AND MULTICODE Probe: "which others" Whilst probing do not ask about each answer code directly, rather encourage them to think of as many of their own reasons as possible. Mores Please tell me what you are spending more on than you expected to? Prompt: What else are you spending more on? Again please don't prompt these codes directly, just encourage them to think carefully but come up with their own answer.


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Gap Years There is a section that asks about people taking a gap year. This is when someone takes a year out between their A levels and further education to do something else such as work or travel. Some general points Pre-codes If respondents give answers that do not fit into the pre-codes please take full details of these other answers. Because it is a pilot, if in doubt about whether an answer fits, put it in other and write the full answer. At the de-briefing we will discuss whether the responses fitted easily into the pre-codes for different questions so please note this when doing your interviews. Textfills Where part of the question is text-filled from another question does it read easily and make sense whatever the text-fill is? Were there any questions that respondents felt uncomfortable about answering? Questions which are in a battery / cycle such as those about their experiences of university - are they fluent or slow to progress through? Making comments We would appreciate it if you could write down any queries you may have on the "comments" sheet provided. If you make a comment about a specific question please could you write in the question name so we can find it easily when going through the sheets. Debrief: Thursday 4th April Brentwood Telephone Unit (Link House ) pm.


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P2171 YCS C10S3 CATI Pilot Report April 2002 The CATI pilot for the cohort 10 sweep 3 Pathways survey was carried out between 27 March and 4 April 2002. The sample included 79 respondents selected from the cohort 10 sweep 2 Pathways survey who were "non-incentive" respondents and who agreed to be re-contacted during their last interview. Half of the sample was eligible for the core module only and the remainder was to be asked the new module about higher education in addition to the core module. Interviewers were briefed and debriefed by a researcher and a representative from DfES attended the debriefing. The pilot contained feed forward information from sweep 2 which decided whether the respondent was to be ask the core section or both the core section and the HE module. Feed forward information was taken from their last interview which detailed where each respondent intended to go to university and which course they hoped to study for. The aim of the pilot was to test the Higher Education (HE) module, specifically looking at the clarity of the questions and how easy they were to answer. Furthermore it was important that the feed forward data was smoothly integrated onto the interviewers questionnaire and that the core module worked well with the HE module. After the pilot DfES decided that feed forward information was not required as the reasons for changing university choice were very diverse from the point of the C10S3 interview. It was decided to change the focus of the main stage to look at whether the student got their first choice or not. A 54% response rate was achieved. This means 42 cases were productive and one was a partial productive. Out of the remaining 36, 7 were disconnected / out of service and with no stable numbers. 10 respondents were away at the time of interview, there were two refusals, one person had moved house and 16 cases were left outstanding. The mean average length of interview for those asked the core module only was 17.7 minutes and 28.9 minutes for those answering both the core and HE module. Overall the vast majority of respondents had received the advance letter and the questionnaire was well received with few problems occurring, however it was acknowledged before the debrief that some sections of the HE module needed refining. This report will only comment on points raised during the debrief which needed action. Activ "What is your main activity at the moment. Are you in full time education, doing government supported training, in a full time job or doing something else? @ INTERVIEWER ‘PROMPT USING PRECODES IF NECESSARY’ (Looking for work or unemployed Foundation or advanced modern apprenticeship, or other government supported training. Full time job (30 or more hours per week) Part-time job (if this is main activity) Full-time education at University, college or school Taking a break from study/work or taking a gap year Looking after the home /family Doing something else)


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Some respondents didn't know whether to code their Modern Apprenticeship under full time work or not. Action: Clarify the difference in the project instructions and integrate into the briefing plan. Jan "First of all, what was your @main@ activity in January 2001? Were you in full time education, doing government supported training, in a full time job or doing something else in January last year?": INTERVIEWER: Prompt using precodes as is necessary The respondents forgot that this question referred to January 2001. Action: Add "…that is January 2001" to the end of the question. GNVQs Not all respondents realised that there was a difference between academic and vocation A levels. Action: Brief interviewers on the difference and refer them to qualification definitions in the project instructions. BTECNo9 "How many BTEC or Edexcel qualifications have you obtained since the beginning of January 2001?": This question does not cover the full range of qualification we are expecting an answer for. Action: Reword ""How many Edexcel, BEC, TEC, BTEC, ONC or OND qualifications have you obtained since the beginning of January 2001?": ACGJAN Since the @1st of January 2001@ have you obtained any GCSEs? ENTER NUMBER 1-6 Respondents forgot that this question is asking about GCSEs obtained since January 2001. Action: Increase interviewers' awareness during the briefing that many respondents will have achieved GCSEs but will be from before January 2001. Fsand Is this a Sandwich Course? (Yes, No) Interviewers and some respondents did not know what a sandwich course was. Action: Put a definition on screen for the interviewers. TRAVEL Do you receive any help with travel costs from your university, college or Education Authority? Yes No


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This question lacked clarity. A specific problem is whether this question is asking about any money that a respondent may receive to go back to their parent's home. Action: Insert interviewer instruction "Include any help with travel costs including to/ from parental home" Qauint I would now like to ask about any qualifications you are currently studying for? Press 1 and <Enter> to continue This question is the introduction to a series of questions asking about qualifications they are studying for. The section is long winded for the respondent if they are not studying any qualifications as they are then asked about each type of qualification in turn, if effect another six questions. Action: Insert a filter question straight after this introductory question establishing if the respondent is studying for any qualification. If they are not they are routed past the block. GovSch "Were you on a work based training scheme such as a Modern Apprenticeship, New Deal or any other similar programme?" : TYN This question does not specify a time frame. Action: Add to the question "In the last seven days" Curstu "Can I just check, are you currently doing any education courses, either full or part time?": TYN Respondents forgot to include education courses they had mentioned previously. Action: Emphasise "any" in the question. HESTUO Please tell me which other Higher Education qualification you're studying for? Open Code This question is repeated in the HE module. Action: The routing needs to be looked at again so we can avoid repetition where possible. JMan In this job, do you have formal responsibility for supervising the work of other employees?@/ DO NOT INCLUDE IF THEY ONLY SUPERVISE CHILDREN, ANIMALS OR BUILDINGS. " : TYN Some respondents, who were given responsibility in their job, did not have a supervisor role written into their contract but wanted to answer yes at this question. Action: The word "formal" needs emphasising both on screen and in the briefing. Live questions Commented that they did not match the postal exactly. Action: NatCen to double check whether they can be further improved.


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Live 7 "Do you live with any friends?": (yes no) Some respondents who lived in halls of residents coded this as living with friends and others coded them under "other" (LIVEO) as they considered them flatmates and not necessarily friends. Action: To match the postal it is important that the interviewers are briefed and the project instructions clarify that the respondent must use their own discretion when answering these questions, with no advice from the interviewer. DISAB "Do you have a disability or health problem, which you expect to last for more than a year, and which affects your ability to carry out normal day to day activities?" Yes No A respondent asked an interviewer directly if they wanted to know the nature of the disability, and the interviewer correctly said they didn't need that information. Action: Make clear in the briefing that this question is asking for the respondent's own opinion towards their state of health and that we do not need to know the details of their condition. Hemeth "Did you get your place studying ^Hesub at ^Heintro by…READ…": @/CODE ONE ONLY (UC "…applying through UCAS ", Cle "going through clearing", Dir "applying directly to the university or college or", Oth "some other way?") Respondents tried to answer this question before the interviewer had finished reading out the list, or gave two methods of applying. Action: Stress in briefings that the interviewer must read out all the options and not be tempted to code the first answer to apply. Odf "At the moment do you have an overdraft with banks or building societies. By overdraft I mean actually being overdrawn on an account rather than just having an overdraft facility?": (Yes,No) Some respondents were unclear about whether we were asking if they had an overdraft facility they could use if needs be, or if they were in an overdraft. Action: Clarification needs to be given in the interviewer instructions and during the briefing so that we get respondents answering about whether they are in an overdraft.


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Slcagi "Do you think you will apply for any (additional) loans or a hardship loan @from the Student Loan Company@I this academic year?": (Yes, No) This does not capture those respondents who have already applied for additional loans. Action: To be reviewed by DfES and Natcen. Tuit "The next few questions are about the costs of going to university. Tuition fees are the fees charged by a university to cover teaching, course materials, use of library facilities and so on but @not@I for things like accommodation. Have you or will you be charged tuition fees for your course at ^Heintro even if you do not have to pay them yourself?": (Yes,No) This question caused some confusion as sometimes tuition fees are charged for somebody studying a course, but the respondent does not have to personally be billed. In one example the NHS was charged directly. Action: Add to the project instructions and bring it into the briefing that we are asking whether there are fees charged, and no to whom the bill goes to. There were five other questions which needed improvements (HECHK, HEENTR, MORES, EVPAR, EXPMAI) however these questions are from blocks within the HE module which were scheduled to be revised after the pilot.


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APPENDIX G DERIVED VARIABLES

Variable name

Q Description Output Multi-coded

s3mret Sample file

month of response april 2002/may2002/june2002/jul2002

s3live 60 Living with parents 5 categories Father only/Mother only/neither parent/both parents/Not ans

59 Living with own children (name changed from livea - please rename for earlier sweeps to s1livech and s2livech)

3 categories yes/no/not ans

s3livep 58 Living with partner (name changed from liveb - please rename for earlier sweeps to s1livep and s2livep)


s3lonep 58,59 Lone parent (single and living with own child)


s3disab 61 Do you have a disabilty of health problem?


s3resp sample file

Response type 10 categories Assigned to postal all : Q1/Q2/Q3/Tel/ Assigned to telephone : Q1/Q2/Q3/Tel

Yes

s3email Respondent's e-mail 3 categories valid/not valid/not stated


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Variable name


s3sic 45 Standard Industrial Classification of respondents

standard sic codes

s3soc90 42,43 Respondent's occupation (SOC 90)

standard soc90 codes

s3soc2k 42,43 Respondent's occupation (SOC 2000)

standard soc2000 codes

s3nssec 44,46, s3soc2k

Respondent's NSSEC 7 categories Higher professional/Lower professional/ Intermediate/ Lower supervisory/ Routine/ Other/ Not classified

s3jan01 4 Activity for each month 9 categories: Looking for work or unemployed/MA or other GST/ FT Job/ PT job/ FT Ed/ Taking a break/ Looking after family or home/ Doing something else/ Not stated

s3feb01 4 Activity for each month 9 categories as for s3jan01

s3mar01 4 Activity for each month 9 categories as for s3jan01

s3apr01 4 Activity for each month 9 categories as for s3jan01

s3may01 4 Activity for each month 9 categories as for s3jan01

s3jun01 4 Activity for each month 9 categories as for s3jan01

s3jul01 4 Activity for each month 9 categories as for s3jan01


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Variable name


s3aug01 4 Activity for each month 9 categories as for s3jan01

s3sep01 4 Activity for each month 9 categories as for s3jan01

s3oct01 4 Activity for each month 9 categories as for s3jan01

S3Nov01 4 Activity for each month 9 categories as for s3jan01

S3Nov01 4 Activity for each month 9 categories as for s3jan01

S3Dec01 4 Activity for each month 9 categories as for s3jan01

S3Jan01 4 Activity for each month 9 categories as for s3jan01

S3Jan02 4 Activity for each month 9 categories as for s3jan01

s3act1 3,49 Activity at the moment 8 categories: GST,FT Ed, FT job, PT job, family, unemp, taking a break, something else, NS

s3ed_tr 3, 26, 28, 31, 55, 56

Education & Training 9 categories FT Ed/GST/employed with training/employed without training/other ed and training/Total Ed & Training/Employed no training/Total in E,E,T/NEET

Includes sub-totals as shown in bold

s3gst 3, 49 Gov Supported Training (type)

6 categories AMA/FMA/MA unknown/other GST/ not in GST/not GST

s3wkpay 53a, 53b, 50a, 50b

average weekly pay from all jobs

numeric


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Variable name


s3hrpay 54, 53a, 53b, 50a, 50b, 51

average hourly pay from all jobs

numeric

s3ecact 33-39 Economic status on ILO definitions

4 categories - ILO employed/ILO unemployed/ILO inactive/ No Answer

s3a_c 13, s2q6, s1q11, s1q12

Number of GCSe grades A* - C by sweep 3

13 categories 0,1,2,3,……………,11,12+

s3anum 11, s2q6, s1q11, s1q12

Number of A levels cumulative to sweep 3

numeric

s3asnum 11,13, s2q6, s1q11, s1q12

Number of AS levels (not "converted" to A levels)

numeric

s3alnum s3anum, s3asnum

Number of A/AS levels attained cumulative to sweep 3 (AS levels counting as 0.5) s3anum + 0.5*asnum

9 categories 0.5, 1, 1.5, 2, 2.5, 3, 3.5, 4+, 0 (inc not stated)

s3alevp 11, s2q6, s1q11, s1q12

A level points cumulative to sweep 3 (where A=10, B=8, C=6, D=4, E=2)

26 categories - 2,4,6,…….48, 50+, Not applicable


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Variable name


s3aslevp 11, s2q6, s1q11, s1q13

A/S level points cumulative to sweep 3 for A/S levels not "converted" to A levels (where A=5, B=4, C=3, D=2, E=1)

26 categories - 1,2,3,…….24, 25+, Not applicable

s3aasp s3alevp, s3aslevp

A/AS level points cumulative to sweep 3 (s3alevp+s3aslevp)

51 categories - 1,2,3,……48,49,50+, Not applicable

s3alevap s3alevp, s3anum

A level average points score = s3alevp/s3anum

numeric

s3aslevap s3aslevp, s3asnum

A/S level average points score = s3aslevp/s3asnum

numeric

s3aalev 11, s2q6, s1q11, s1q12

Number of A grade A levels obtained

6 categories - 0,1,2,3,4+, not applicable

s3acqu s3alnum, s3a_c

Highest academic qualification by sweep 3

5 categories 2+ A-levels, 1-1.5 A levels, 5+ A* to C, 1-4 A* to C, no A*-Cs

s3gnvfa 6, s2gnvqa

Full GNVQs achieved by end of sweep 3 (excluding equivalents)

5 categories : Advanced/Intermediate/Foundation/ Level unknown/ None


119

Variable

name Q Description Output Multi-

coded

s3gnvpa 6, s2gnvqa

Part GNVQs achieved by end of sweep 3 (excluding equivalents) only if higher than highest full GNVQ held

5 categories : Advanced/Intermediate/Foundation/ Level unknown/ None

s3nvqfa 6, s2nvqa NVQs achieved by end of sweep 3 (excluding equivalents)

5 categories : full level 3/2/1/unknown/ None

s3nvqpa 6, s2nvqa Units only NVQs achieved by end of sweep 3 (excluding equivalents) only if higher than highest full GNVQ held

6 categories : full level 3/2/1/unknown/ None

s3nvqea 6, s3nvqa, s2nvqea

Highest full NVQ or equivalent vocational qual (eg C & G, BTEC, RSA, NVQ, NOT GNVQ) achieved by end of sweep 3

6 categories : full level 3/2/1/ unknown or parts only/ None

s3voqu s3gnvqa, s3nvqea

highest vocational qualification by sweep 3

6 categories : full level 3/2/1/ unknown or parts only/ None

s3hiqua s3acqu, s3voqu

Highest qualification by end of sweep

L3 academic only / L3 vocational only / L3 academic and vocational / L2 academic only / L2 vocational only / L2 academic and vocational / Below level 2 or none


120

Variable name


s3targs s3acqu, s3gnvqa s3nvqea

Highest qualification by quals held by end of sweep

10 categories All All Level 3+ (of which A/AS level/GNVQ/NVQ or equiv) All Level 2+ (of which GCSE+/GNVQ/NVQ or equiv) Below level 2 or none

Yes

s3acqno 28, 29, 31, 32

Highest academic qualification sought

8 categories Degree/2+ A lev/1-1.5 A lev/0.5 A lev/5+GCSE/1-4GCSE/other/not studying academic quals

s3acad 28, 29, 31, 33

Academic qualifications studied

6 categories Studying acad quals-Degree/-A lev/AS lev/GCSE/Other acad/not studying acad quals

Yes

s3gnvq 27 Studying for GNVQ 14 categories: Full-advanced/intermediate/foundation/unsure Units-advanced(6 units)/ advanced (3 units)/intermediate/foundation/unsure Full/Units unspecfied advanced/intermediate/foundation/unsure /none

Yes

s3nvq 27 Studying for an NVQ 16 categories : Full-4/3/2/1/not sure Units-4/3/2/1/not sure Full/Units unspecfied 4/3/2/1/not sure None

Yes

s3voqno 26, 27, 29

Highest qualification sought 7 categories Full award 4/ 3/2/1/level unclear/no detail/none

s3voc 26, 27, 29

Vocational qualifications studied

30 categories NVQ Level 4, BTEC Level 4, C&G Level 4, RSA Level 4, Other Level 4, GNVQ Advanced, NVQ Level 3, BTEC Level 3, C&G Level 3, RAS Level 3, Other Level 3, GNVQ Intermediate, NVQ Level 2, BTEC Level 2, C&G Level 2, RSA Level 2, Other Level 2, GNVQ Foundation, NVQ Level 1, BTEC Level 1, C&G Level 1, RAS Level 1, Other Level 1, NVQ Level Unsure, BTEC level Unsure, C&G Level Unsure, RSA Level Unsure, Other Level Unsure, No Detail, None

Yes


121

Variable

name Q Description Output Multi-

coded

s3saim s3acqno, s3voc , s3voqno

Main study aim 21 categories: All Studying for qual/ NVQ4/BTEC Higher/HND/Degree/Other vocL4/Other Acad HE/NVQ3/AdvGNVQ/A-As lev/other lev 3/ NVQ2/Int GNVQ/other L2/GCSE/NVQ1/Found GNVQ/other lev 1/other course/not stated or not clear/ No academic or vocational study aim

Includes sub-total as shown in bold


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APPENDIX H YCS: SURVEY OF 18 & 19 YEAR OLDS CATI Q'AIRE

COHORT 10 CATI SURVEY – CORE QUESTIONS Final Version: 26/04/02 Note about document format This document lists questions for a BLAISE Computer Assisted Telephone Interviewing (CATI) questionnaire. Questions are identified by names consisting of up to eight characters (e.g. Year, JobTrn, HE202) which appear immediately above the question text. The eligibility or routing for questions is indicated in brackets immediately above the question name. In most cases this routing is expressed in two ways, on consecutive lines. Firstly, a written description is given (e.g. If in a job). Secondly, the routing is expressed in programming terms using the question names and answer code names (e.g. if Year = job). Where no eligibility rule is given, this is the same as for the last eligibility rule shown in the questionnaire. The questionnaire is divided into modules or ‘blocks’, for example ‘FUTURE INVOLVEMENT IN HIGHER EDUCATION’. {Start block INTRO} IntroA "Good morning/afternoon, may I speak to [RESPONDENT'S NAME] please?": Continue IntroB "Good morning/afternoon, my name is [INTERVIEWER'S NAME] from the National Centre for Social Research. We recently sent you a letter about an important survey for the Department for Education and Skills. Do you recall seeing this letter?" : Continue IntroC "The aim of the Pathways study is to find out what young people are doing after they have completed compulsory education. Those who make policies need to know the views and experiences of people who are affected by them. The Pathways studies provide a link between young people and those who create policy on their behalf. Is it OK with you if you help us with this study? IF ASKED ABOUT INTERVIEW LENGTH : It should take about 20 minutes.": Continue IntDay "Interviewer Please enter Day": 1..31 IntMth "Interviewer Please enter Month": 1..12 Wked "I am now going to read out some things young people have said about work and education. Please tell me whether you agree or disagree with each one?": Continue


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Wked1 “'Since year 11 the courses, jobs or training I have done have generally worked out well for me?' (Do you agree or disagree ?)": (Agree Disagree Don't know) Wked2 “'I know how to find out about future work, education or training opportunities?' (Do you agree or disagree?) ": (Agree Disagree Don't know) Wked3 “I think that making plans for the future is a waste of time? (Do you agree or disagree?) ": (Agree Disagree Don't know) Wked4 “'I am optimistic about the future?' (Do you agree or disagree?) ": (Agree Disagree Don't know) Wked5 “'I get enough support in planning my future?' (Do you agree or disagree?) ": (Agree Disagree Don't know) Wked6 “'I want to do more training or education in the future?' (Do you agree or disagree?) ": (Agree Disagree Don't know) Wked7 “'I have got all the qualifications I need for the job or course I want to do?' (Do you agree or disagree?) ": (Agree Disagree Don't know)


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{Start Block BPSTYEAR} {All} Activ "What is your @main@ activity at the moment. Are you in full time education, doing government supported training, in a full time job or doing something else? @ INTERVIEWER ‘PROMPT USING PRECODES IF NECESSARY’ (Looking for work or unemployed Foundation or advanced modern apprenticeship, or other government supported training. Full time job (30 or more hours per week) Part-time job (if this is @main@ activity) Full-time education at University, college or school Taking a break from study/work or taking a gap year Looking after the home /family Doing something else) {If Activ= doing something else} XActiv "Please tell us what you are doing": INTERVIEWER ENTER VERBATIM Max text 120 characters {All} OthAct "Besides your main activity are you doing any of the following on a regular basis? By regular we mean once a month or more often?" 1 Continue {If Activ NOT = Looking after home/family} OthAct1 (Are you) looking after @your own@ children or family?": (Yes no) {All} OthAct2 (Are you) doing voluntary work?": (Yes no) OthAct3 "(Are you) developing your own skills, such as music, art or sport?": (Yes no)


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{If Activ NOT = Part time job} OthAct4 "(Are you) working in one or more part-time jobs?": (Yes no) {ALL} OthAct5 "(Are you) doing a part-time education course?": (Yes no) {All} OthAct6 "(Are you) looking for a job or an education or training place?": (Yes no) Past We would also like to know what you have been doing over the past months since @January 2001@. I will ask you about each month in turn. @INTERVIEWER: IF ANSWER IS SICK OR ON HOLIDAY CHECK IF TEMPORARY. @IF TEMPORARY PROBE FOR @USUAL@ ACTIVITY THAT MONTH. Press 1 and <Enter> to continue. Jan "First of all, what was your @main@ activity in January 2001? Were you in full time education, doing government supported training, in a full time job or doing something else in January last year?": INTERVIEWER: Prompt using precodes as is necessary (Actcode) Feb "(What was your @main@ activity in) February 2001? Were you in full time education, doing government supported training, in a full time job or doing something else?": INTERVIEWER: Prompt using precodes is necessary (Actcode) Mar "(What was your @main@ activity in) March 2001? Were you in full time education, doing government supported training, in a full time job or doing something else?": INTERVIEWER: Prompt using precodes is necessary (Actcode) Apr "(What was your @main@ activity in) April 2001? Were you in full time education, doing government supported training, in a full time job or doing something else?": INTERVIEWER: Prompt using precodes is necessary (Actcode)


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May "(What was your @main@ activity in) May 2001? Were you in full time education, doing government supported training, in a full time job or doing something else?": INTERVIEWER: Prompt using precodes is necessary (Actcode) Jun "(What was your @main@ activity in) June 2001? Were you in full time education, doing government supported training, in a full time job or doing something else?": INTERVIEWER: Prompt using precodes is necessary @‘INTERVIEWER ‘if respondent queries summer job e.t.c. ask them what they consider to be their main activity. If necessary repeat question. Do not prompt.’ (Actcode) Jul "(What was your @main@ activity in) July 2001? Were you in full time education, doing government supported training, in a full time job or doing something else?": INTERVIEWER: Prompt using precodes is necessary @‘INTERVIEWER ‘if respondent queries summer job e.t.c. ask them what they consider to be their main activity. If necessary repeat question. Do not prompt.’ (Actcode) Aug "(What was your @main@ activity in) August 2001? Were you in full time education, doing government supported training, in a full time job or doing something else?" INTERVIEWER: Prompt using precodes is necessary @‘INTERVIEWER ‘if respondent queries summer job e.t.c. ask them what they consider to be their main activity. If necessary repeat question. Do not prompt.’ (Actcode) Sep "(What was your @main@ activity in) September 2001? Were you in full time education, doing government supported training, in a full time job or doing something else?": INTERVIEWER: Prompt using precodes is necessary @‘INTERVIEWER ‘if respondent queries summer job e.t.c. ask them what they consider to be their main activity. If necessary repeat question. Do not prompt.’ (Actcode) Oct "(What was your @main@ activity in) October 2001? Were you in full time education, doing government supported training, in a full time job or doing something else?": INTERVIEWER: Prompt using precodes is necessary (Actcode) Nov


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"(What was your @main@ activity in) November 2001? Were you in full time education, doing government supported training, in a full time job or doing something else?": INTERVIEWER: Prompt using precodes is necessary (Actcode) Dec "First of all, what was your @main@ activity in December 2001? Were you in full time education, doing government supported training, in a full time job or doing something else?": INTERVIEWER: Prompt using precodes as is necessary (Actcode) Jan02 "First of all, what was your @main@ activity in January 2002? Were you in full time education, doing government supported training, in a full time job or doing something else?": INTERVIEWER: Prompt using precodes as is necessary (Actcode) Feb02 "(What was your @main@ activity in) February 2002? Were you in full time education, doing government supported training, in a full time job or doing something else?": INTERVIEWER: Prompt using precodes is necessary (Actcode)


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Block Bquals {ASK ALL} Gotvoc9 Since the @1st of January 2001@ have you obtained any vocational or professional qualifications, such as NVQ's or Advanced GNVQ's or vocational A-levels, including any units you have been awarded? Please do not include academic qualifications here. We cover these later? (Yes, No) {If Gotvoc9 = Yes} NVQ9 "Have you obtained any NVQs since @the beginning of January2001@?": (yes no) {If respondent obtained NVQ} {If NVQ9=yes} NVQNo9 "How many NVQs have you obtained since @the beginning of January 2001@?": ENTER NUMBER 1…2 {For each NVQ at NVQNo9} NVQlev9 "What is the level of this/the next NVQ. Is it…READ…": level 1 level 2 level 3 level 4 or something else? NVQS "What is / are the subject(s) of that NVQ?": INTERVIEWER: ENTER ALL SUBJECT(S) PART OF THIS NVQ. NVQG Was this a full award or certain units only? 1. Full Award 2. Certain Units Only


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{If Gotvoc9 = Yes} GNVQ9 "Have you obtained any GNVQs , Advanced GNVQ's or Vocational A-levels since @the beginning of January2001@? INTERVIEWER: Vocational A Levels are the new name for Advanced GNVQ's": (yes no) {If respondent obtained GNVQ / Vocational A Level} {If GNVQ9=yes} GNVQNo9 "How many GNVQs Advanced GNVQ's or vocational A Levels have you obtained since the beginning of January 2001?": ENTER NUMBER 1…3 {For each GNVQ / Vocational A-level at GNVQNo9} GNVQlv9 'What is the level of this / the next GNVQ. Is it…READ…": (foundation intermediate or an advanced/vocational A Level?) GNVQS_9 What is the subject of {the first second e.t.c} GNVQ / Vocational A-Level? INTERVIEWER: ENTER ALL SUBJECTS PART OF THIS QUALIFICATION {If GNVQlv9= Advanced or Vocational A Level} GNVQAV Was this 3, 6 or 12 units? (3 6 12 units) {If GNVQlv =Foundation or Intermediate} GNVQG9 Was this a full award or part one only? (Full Award Part one only) {For each GNVQ / Vocational A-level at GNVQNo9} Gnvgrd How well did you do in this subject. Did you get a …READ Pass Merit or Distinction?


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{If Gotvoc9 = Yes} BTEC9 "Have you obtained any Edexcel, BEC, TEC, BTEC, ONC or OND qualifications since @the beginning of January2001@?": (yes no) {If respondent obtained BTEC or Edexcel} {If BTEC9=Yes} BTECNo9 "How many Edexcel, BEC, TEC, BTEC, ONC or OND qualifications have you obtained since @the beginning of January 2001@?": ENTER NUMBER 1…4 {For each BTEC / Edexcel at BTECNo9} BTECLev "What is the level of that qualification? Is it a READ…": (…First certificate First diploma / general diploma National certificate or diploma (ONC, OND)or Other Edexcel or BTEC? {For each BTEC / Edexcel at BTECNo9} BTEC_9 "What is the subject of that qualification?": INTERVIEWER: ENTER SUBJECT {If Bteclevl = Other BTEC/Edexcell) {For each BTEC / Edexcel at BTECNo9} BTECNVQ "What is the NVQ level equivalent of that qualification?": (1 2 3 4 Not sure)


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{If Gotvoc9 = Yes} CITY9 "Have you obtained any City and Guilds qualifications since @the beginning of January2001@?": (yes no) {If respondent obtained City and Guilds} {If CITY9=yes} CITYNo9 "How many City and Guilds qualifications have you obtained since @the beginning of January 2001@?": ENTER NUMBER 1…4 {For each City and Guilds at CITY9} CITYLEV "What is the level of that City and Guilds?. Is it a READ OUT…": (…Level 1 / Part 1 Level 2 / Part 2 or Craft or Intermediate Level 3 / Part 3 or Final or Advanced Craft or Another Level of City and Guilds)? City_9 "What is the subject of that City and Guilds?": INTERVIEWER: ENTER SUBJECT {If CITYLev = Another level of City and Guilds} CITYNVQ "What is the NVQ level equivalent of that City and Guilds?": (1 2 3 4 Can't say)


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{If Gotvoc9 = Yes} OCR "Have you obtained any OCR or RSA qualifications since @the beginning of January2001@?": OCR HAS NOW TAKEN OVER RSA, ANY QUALIFICATIONS CALLED RSA SHOULD BE CODED AS OCR. (yes no) {If respondent obtained OCR} {If OCR=yes} OCRNo "How many OCRs or RSAs have you obtained since @the beginning of January 2001@?": ENTER NUMBER 1…4 {For each OCR at OCR} OCRLev "What is the level of this/the next OCR or RSA?. Is it a READ OUT…": (…a vocational certificate, a diploma an advanced diploma / certificate a different OCR or RSA qualification)? SUBOCR "What is the subject of that OCR or RSA?": INTERVIEWER: ENTER SUBJECT {If OCR Lev= a different RSA} NVQOCR "What is the NVQ level equivalent of that OCR or RSA qualification?": (1 2 3 4 Not sure)


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{If Gotvoc9 = Yes} Oth9 "Have you obtained any other @vocational@ qualifications since @the beginning of January2001@?": (yes no) {If respondent obtained other vocational qualifications} {If Oth9=yes} OthNo9 "How many other vocational qualifications have you obtained since @the beginning of January 2001@?": ENTER NUMBER 1…5 {For each qualification at OthNo9} OthType "What type of qualification is this? By type of qualification I mean things like Part 1 HNC's or ONC's rather than the subject?" INTERVIEWER: ENTER TYPE. DO NOT INCLUDE KEY SKILLS, GCSEs, AS LEVELS, A LEVELS OR HIGHER EDUCATION QUALIFICATIONS AS THESE ARE ASKED ABOUT AT LATER QUESTIONS. Maximum characters 60 Oth_9 "What is the subject of that (^OthTyp)?": INTERVIEWER: ENTER SUBJECT Othlev "What is the level of this / the next qualification? For example level 1 or foundation": Open code OTHNVQ What result did you get? Open code {ASK ALL} SKEY Since January 2001 have you obtained a Key Skill qualification? Yes No {If SKEY = Yes} Keycom Since the beginning of January 2001 have you obtained a Key Skill in Communication? (Yes No) Keynum Since the beginning of January 2001 have you obtained a Key Skill in Application of Number?


134

(Yes, No) Keyinf Since the beginning of January 2001 have you obtained a Key Skill in Information Technology? (Yes No) Keyoth Since the beginning of January 2001 have you obtained a Key Skill in another area? (Yes No Don't know) {If Keycom = yes } Comlev And at what level was you Key Skill in communication? 1 2 3 Don't know {If Keynum = yes } Numlev And at what level was you Key Skill in Application of Number? 1 2 3 Don't know {If Keyinf = yes } Inflev And at what level was you Key Skill in Information Technology? 1 2 3 {If Keyoth = yes } Othlev And at what level was this Key Skill in? 1 2 3 {IF SKey = yes} Keysep And did you study Key skills as a separate subject, in its own right, or as part of the course for another subject qualification? Separate subject Part of another subject, Don't know


135

{ASK ALL} Acjana I would like to ask you about any academic qualifications you might have achieved. Since the @1st of January 2001@ have you obtained any A Levels? Please do not include AS levels I will ask about them later. Yes No {If Acjana = yes} Aclev9 How many A Levels have you achieved since @1st of January 2001@? ENTER NUMBER 1-5 {For each A-Level at Aclev9} Acsub What is the subject of your (first /second/ third e.t.c.) A Level? INTERVIEWER ENTER SUBJECT {For each A-Level at Aclev9} Acagd What grade did you get in your (^Acsub) A Level? (A B C D E F) {ASK ALL} AcJan Since the @1st of January 2001@ have you obtained any AS levels? Yes No {If Acjan = Yes} ACSLEV9 How many AS Level qualifications have you obtained since @1st of January 2001@? ENTER NUMBER 1-6 {For each AS-Level at ACSLEV9} ACSSUB What is the subject of the (first /second/ third e.t.c.) AS qualification? INTERVIEWER ENTER SUBJECT


136

ACSGR What grade did you get in your (^ACSSub) AS qualification? (A B C D E) {ASK ALL} Acgjan Since the @1st of January 2001@ have you obtained any GCSEs? Yes, No {For each GCSE at Acgjan} GCSN9 How many GCSEs have you obtained since @1st of January 2001@? ENTER NUMBER 1-6 {For each GCSE at GCSN9} GCESUB What is the subject of the (first /second/ third e.t.c.) GCSE? INTERVIEWER ENTER SUBJECT GCEGR What grade did you get in your (^GCESUB)? INTERVIEWER ENTER GRADE (A* A B C D E F G) {ASK ALL} Acojan Since the @1st of January 2001@ have you obtained any other academic qualifications? Yes No OthAV9 How many other academic qualifications have you obtained since @1st of January 2001@? ENTER NUMBER 1-9


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{For each other academic qualification at othAV9} OthAtyp What type of qualification is this? By type I mean GCSE or NVQ rather than the actual subject? @INTERVIEWER ENTER QUALIFICATION TYPE 1-60 characters {For each other academic qualification at othAV9} OthASub What subject is this qualification in? @INTERVIEWER ENTER QUALIFICATION SUBJECT {For each other qualification at othAV9} OthPass What grade did you get in this qualification? Open code


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Block Qualnow (Qualifications being studies for now) {ASK ALL} Qauint I would now like to ask about any qualifications you are currently studying for? Can I just check, are you currently studying for any qualifications. This could be a degree, vocational qualifications such as NVQs or other academic qualifications such as A Levels? (Yes, No) {If Qauint = yes} Quav "Are any of these qualifications you are studying for vocational, work related or professional? That is things like NVQs, GNVQs, Vocational A Levels, City and Guilds, BTECS or things like that. (Yes, No, no don't know, no refusal) {If currently studying for any qualifications} {If Quav = yes} NVQstu Can I just check, are you currently studying for any NVQ's (National Vocational Qualification)? (Yes, No) {If NVQStud=yes} NVQno How many NVQ's are you studying for? INTERVIEWER ENTER NUMBER BETWEEN 1-3 {For each NVQ at NVQno} SNVQS What is the @main@ subject you are studying for your first NVQ? INTERVIEWER: ENTER NAME OF SUBJECT Text 1-60 characters sNVQlv What is the level of this NVQ? (1 2 3 4 Not sure) NunitS Are you studying for a full award or certain units only? (Full award Certain units only) {If currently studying for any qualifications} {If Quav = yes}


139

GVQstud Can I just check, are you currently studying for any GNVQ's or Vocational A-Levels? (Yes, No) {If GVQStud=yes} GVQno How many GNVQ's or vocational A-Level's are you studying for? INTERVIEWER ENTER NUMBER BETWEEN 1-3 {For each GNVQ / Vocational A-Level at GVQno} SGNVQS What is the subject of the (first, second e.t.c). GNVQ / Vocational A-Level you are studying for? {For each GNVQ / Vocational A-Level at GVQno} GNVQlv What is the level of the (first) GNVQ / Vocational A-Level you are studying for. Is it a…READ… (…foundation GNVQ an intermediate GNVQ or a vocational A-level or advanced GNVQ?) {For each GNVQ where GNVQLEV = foundation or intermediate} Qunits Are you studying for a full award or part one only? (Full award Part one only) {For each GNVQ where GNVQLEV =Vocational / advanced} VAunit How many units are you studying for? (3 Units 6 units 12 units) {If currently studying for any qualifications} {If Quav = yes} BTECS "Can I just check, at present are you studying for any Edexcel, BEC, TEC, BTEC, ONC or OND qualifications?" (yes no) {If studying for any BTECs} {If BTECS=yes} BTECSNo "How many of these are you studying for?": 1…4


140

{For each BTEC at BTECSno} SBTEC1 What is the level of the {First, second e.t.c.} of these qualifications you are studying for. Is it a….READ OUT…" (First Certificate First Diploma / General Diploma National Certificate / Diploma / ONC/ OND or other Edexcel / BTEC) {For each BTEC at BTECSno} SBTECS "What subject are you studying for?": INTERVIEWER ENTER NAME OF SUBJECT Maximum text 120 characters {For each BTEC at BTECSno where SBTEC=4, Other BTEC or Edexcel} NVBTEC "What is the NVQ level equivalent of the Edexcel or BTEC you are studying for?": (1 2 3 4 Not sure) {If currently studying for any qualifications} {If Quav = yes} Guilds "Can I just check, at present are you studying for any City and Guilds qualifications?": (yes no) {If studying for any C&Gs} {If Guilds=yes} GuildN "How many City and Guilds are you studying for?": 1…4 {For each C&G at GuildN} SCGlv "What is the level of the {first, second e.t.c.} City and Guilds you are studying for. Is it a….READ…": Level 1 / Part 1 Level 2 / a Part 2, Craft or Intermediate, Level 3 / a Part 3 or Final or Advanced Craft or another type of City and Guilds?)


141

{For each C&G at GuildN} SCGS What subject are you studying for? INTERVIEWER ENTER NAME OF SUBJECT Maximum text 120 characters {For each C&G at GuildN} {If SCGLv = Another type of city and guilds} NVCG "What is the NVQ level equivalent of the City and Guilds you are studying for?": (1 2 3 4 Not sure)

{If currently studying for any qualifications} {If Quav = yes} OCRSTUD "Can I just check, at present are you studying for any OCR or RSA qualifications?" INTERVIEWER: OCR has now taken over RSA, any qualification called RSA should be coded as OCR. (yes no) {If studying for any OCRs} {If OCR=yes} SOCRNO "How many OCR or RSA qualifications are you studying for?": 1…4

{For each OCR at SOCRNO } SOCRLV "What is the level of (this/the next) OCR or RSA qualification you are studying for. Is it a….READ OUT…": (Vocational Certificate Diploma Advanced Diploma / Certificate or another type of OCR or RSA?) SOCR "What subject are you studying for?": INTERVIEWER ENTER NAME OF SUBJECT Maximum text 120 characters {If SOCRLV = Another type of RSA/OCR} NVOCR


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"What is the NVQ level equivalent of the OCR or RSA qualification you are studying for?": (1 2 3 4 Not sure) {If currently studying for any qualifications} {If Quav = yes} Othstud "Can I just check, at present are you studying for any other vocational qualifications?" @INTERVIEWER Do not include academic or Higher Education qualifications. (yes no) {If studying for any other vocational qualifications} {If Othstud =yes} OthNo "How many other vocational qualifications are you studying for INTERVIEWER: IF MORE THAN 2 ASK FOR THOSE OF HIGHEST LEVEL?": 1…2 {For each Other Qual at Othno} Othtyp "What type of qualification is this? By a type of qualification I mean things like BTECS or NVQs rather than the subject? INTERVIEWER enter type of qualification MAXIMUM TEXT 60 SothS "What is the subject of that (^Othtyp)?": INTERVIEWER ENTER SUBJECT Maximum text 60 characters {For each other qualification at OthNo} Othenvq What is the level of ^oth String {If currently studying for any qualifications} {If Qauint = yes} Henow Can I just check, are you currently studying for a Higher Education qualification, such as a degree, Diploma in Higher Education, Initial Teacher Training, HND or similar? DO NOT INCLUDE TAKING A BREAK IN EDUCATION SUCH AS A GAP YEAR. IF TAKING A GAP YEAR CODE AS NO. Yes No


143

{If studying a higher education course} {IF Henow = Yes} HESTUD Which of these Higher Education qualifications are you studying for? CODE ONE ONLY Degree Diploma in Higher Education Initial Teacher Training HND Other {IF hestud = other} HESTUO Please tell me which other Higher Education qualification you're studying for? Open Code {If studying HE and not in HE sample} {If HENOW = yes and cati<>yes} Oqultsub Please tell me the subjects you are studying for this qualification? INTERVIEWER ENTER SUBJECT {IF HeNow <> yes } Heappg "CODE OR ASK Can I just check, have you decided to take a gap year before starting a Higher Education course?": (Yes, No) {If currently studying for any qualifications} {If Qauint = yes} Alevstud Can I just check, are you currently studying for any A Levels or A2s? (Yes, No) {If Alevstud= yes} Alevqsn How many A Levels or A2s are you studying for? ENTER NUMBER 1-8 {For each A-Level at Alevqsn} AlevS What is the subject of your (first/second/third etc) A Level or A2? INTERVIEWER ENTER SUBJECT 1-60 characters


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{If currently studying for any qualifications} {If Qauint = yes} ASevstud Are you currently studying for any AS Level qualifications? (Yes, No) {If ASevstud= yes} Asevqsn How many AS Levels are you studying for? ENTER NUMBER 1-6 {For each AS Level at ASevqsn} ASS What is the subject of the (first second e.t.c) AS Qualification? INTERVIEWER ENTER SUBJECT 1-60 characters {If currently studying for any qualifications} {If Qauint = yes} GCstud (Can I just check) are you currently studying for any GCSEs? (Yes, No) {If GCstud= yes} GCevqsn How many GCSEs are you studying for? ENTER NUMBER 1-8 {For each GCSEat GCevqsn} GCSES What is the subject of the (first) GCSE? INTERVIEWER ENTER SUBJECT 1-60 characters {If currently studying for any qualifications} {If Qauint = yes} Extaca Are you studying for any other academic qualifcation? (Yes, no) {If Extaca =Yes} ExtTyp Please tell me what type of qualification this is. By type I mean degree or GCSE not the subject? INTERVIEWER ENTER TYPE OF QUALIFICATION ExtSub Please tell me the subject of your (^ExtTyp) qualification?


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Block Fteduc {Full Time Education} {All} FT9 Can I just check, at present are you studying @full-time@ for any qualifications, either vocational, that is work related, or academic? @IF NECESSARY: Full-time includes sandwich courses but not day or block release. Do not include courses which are part of a full time job or training course. Do include correspondence courses and open learning courses. (Yes, No) {If in FT Education but not in HE sample & higher education} { (If FT9 = Yes and not in HE sample) OR If (FT9 = Yes and in HE sample and HENow= no)} Fsand9 Is this a Sandwich Course? ITNERVIEWER: SANDWICH COURSE INVOLVES SPENDING ONE YEAR WORKING AS PART OF THE COURSE. (Yes, No) Swher9 Where are you studying? @INTERVIEWER If on sandwhich course enter study location and not workplace. University Higher Education College College of Further Education / Tertiary college Independent / college Other {If Swher9 = somewhere else} XSwher Where are you studying? INTERVIEWER ENTER STUDY LOCATION Text 1-60 {If in FT Education but not in HE sample & higher education} { (If FT9 = Yes and not in HE sample) OR If (FT9 = Yes and in HE sample and HENow= no)} ST_Mth When did you start this course or courses? INTERVIEWER ENTER MONTH": 1-12 St_Yr "INTERVIEWER ENTER YEAR": 1998-2005 END_Mth "When do you expect to finish this course or courses? @INTERVIEWER PROBE FOR BEST ESTIMATE


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"INTERVIEWER ENTER MONTH": IF STILL DON’T KNOW PRESS <CTRL> AND K 1-12 END_Yr "INTERVIEWER ENTER YEAR": 2001-2008 {If in FT Education but not in HE sample & higher education} { (If FT9 = Yes and not in HE sample) OR If (FT9 = Yes and in HE sample and HENow= no)} Maint9 Do you receive any money in the form of an official grant, a maintenance grant or allowance, bursary or similar award to help pay for your living costs while you're taking this course? @IF NECESSARY: Do not include grants covering tuition fees or travel costs only Yes No {If receive money ask LEA/uni/nhsPAY} {IF MAINT9 = yes} LEAPAY Does the Local Authority pay this money? Yes No UNIPAY Does your university or college pay this money? Yes No NHSPAY Does the NHS or the Department of Health pay this money? Yes No OTHPAY Does another organisation pay this money? Yes No {IF another organisation pays ask OTHPAX} {IF OTHPAY = yes} OTHPAX "Please tell me which other organisation pays ": INTERVIEWER ENTER VERBATIM Max text 120 characters


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CASH How much do you receive? If you receive more than one grant or allowance please give the total amount. INTERVIEWER EXCLUDE HELP WITH TRAVEL COSTS ENTER AMOUNT IN POUNDS. 1…9997 TIMEX What period does this cover? Term Year Other {If TIMEX = other} OthTim What other time period does this cover? Open code TRAVEL Do you receive any help with travel costs from your university, college or Education Authority? INCLUDE ANY HELP WITH TRAVEL COSTS INCLUDING TO / FROM PARENTAL HOME. Yes No


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{Part time Education} {ASK ALL} Pted9 "Can I just check are you @enrolled@ on a part time education course? IF NECESSARY: Include correspondence and open learning courses. (Yes, No) {If Pted9=Yes} Pted91 Is this course part of a full time job or training course? (Yes, No) {If Pted91=No} Pted92 Are you taking this course for leisure purposes only?” (Yes, No) {If Pted92=No} Wherpt9 Were are you @mainly@ taking your present part-time course INTERVIEWER: If taking more than one part-time course ask for details of main course Are you taking your course at… (College of further education or tertiary college University or Higher Education College Private Training college or private college Training centre run by employer Work School Studying from home Somewhere else?) {If Wherpt = other} Wherptx "Where else are you studying?" string 120


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Start Block BJOBS: {JOBS AND TRAINING} {Ask All} JTIntr "Please answer the following questions about jobs and training": TContinue NyWork "Did you do any paid work in the last seven days, either as an employee or self employed? @/INCLUDE ANY PART TIME WORK": TYN {If NyWork =no} GovSch "And in the last seven days were you on a work based training scheme such as a Modern Apprenticeship, New Deal or any other similar programme?" : TYN {If GovSch = No} Anywk "Do you have a job or training place that you were away from last week? If you are student please include any regular term-time work that you did not do last week?": TYN {If Anywk=No} Unpaid "Did you do any unpaid work last week, for any business that you or a relative own?" : TYN

Jobwait "Are you currently waiting to start a job that you have already obtained?" : TYN Joblook "Have you been looking for a job or training place in the last 4 weeks? INTERVIEWER IF ANSWERS FULL AND PART TIME CODE AS FULL TIME.": (yesfull yes full time job or training yespart yes part time job or training no no)

{If looking for a job or training place} {If joblook=yesfull or yespart} Joboff "If a job or training place had been offered to you this week, would you have been able to start within 2 weeks?": TYN


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Block BJobs: {No education, training or employment } {if JobLook = Response} Curstu "Can I just check, are you currently doing @any@ education courses, either full or part time?" : TYN {If Curstu=No} NoETE "For many people there are things outside their control which make it difficult for them to be in employment, education or training. Others choose not to be in these because they want to do other things. I am now going to read out a number of reasons people have given for not being in education, employment or training. For each of these please say whether they apply to you” : TContinue NoETE1 “I am currently having a break from study (Does this apply to you?)" : (Applies Applies Notapp Does not apply) NoETE2 “I need more qualifications and skills to get a job or education or training place (Does this apply to you?)" : (Applies Applies Notapp Does not apply) NoETE3 “I am currently looking after the home or children (Does this apply to you?)" : (Applies Applies Notapp Does not apply) NoETE4 “I am currently looking after other family members such as a parent or other relative (Does this apply to you?)" : (Applies Applies Notapp Does not apply) NoETE5 “I have poor health or a disability (Does this apply to you?)": (Applies Applies Notapp Does not apply) NoETE6 “I have housing problems (Does this apply to you?)": (Applies Applies Notapp Does not apply)


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NoETE7 “I have family problems (Does this apply to you?)": (Applies Applies Notapp Does not apply) NoETE8 “I would find it difficult to travel to work or college because of poor transport where I live (Does this apply to you?)": (Applies Applies Notapp Does not apply) NoETE9 “I would be worse off financially in work or on a course (Does this apply to you?)": (Applies Applies Notapp Does not apply) NoETE10 “There are no decent jobs or courses available where I live (Does this apply to you?)" : (Applies Applies Notapp Does not apply) NoETE11 “I have not yet decided what sort of job or course I want to do (Does this apply to you?)" : (Applies Applies Notapp Does not apply) NOTETE11a “I have not found a suitable job or course (Does this apply to you?)" : (Applies Applies Notapp Does not apply) NoETE12 “I have other reasons why I am not in education, employment or training (Does this apply to you?)" : (Applies Applies Notapp Does not apply) {If NoETE12 = Applies} NET12O "Please tell me what this / these other reason(s) are? @/INTERVIEWER ENTER VERBATIM" : string [120]


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Block BJOBS employment details {If NyWork = Yes or Govsch = yes or AnyWork = yes} JTSTMTH "Please answer the following questions about your current job or training. If you have more than one job or training place answer for the one with the most hours per week. When did you start this job or training? INTERVIEWER enter month" : 1-12 JTSTYR "INTERVIEWER enter year started job" : 1999-2002 JDESC1 "What is the name of your job or work you are being trained to do? @/INTERVIEWER ENTER VERBATIM @/PROBE FULLY" : Open code JDESC2 "What work do you mainly do there? @/INTERVIEWER ENTER VERBATIM @/PROBE FULLY" : Open code JSTAFF "Including yourself, about how many people work at the same place as you?" : (Low 1-24 Medium 25-499 High 500 or more) Jtype "What does the firm or organisation, where you work or receive your training, make or do. If you are self-employed, please tell us what @you@I make or do? @/INTERVIEWER WRITE IN VERBATIM @/PROBE FULLY" : Open code JEmp "Are you an employee, self-employed or an employer?": (Employee Employee Self Self-employed (no employees) Employer Employer (with employees)) {If Jemp=Employee} JMan In this job, do you have @formal@ responsibility for supervising the work of other employees?@/ DO NOT INCLUDE IF THEY ONLY SUPERVISE CHILDREN, ANIMALS OR BUILDINGS. " : TYN


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JPERM "Have you been taken on permanently, or is the job temporary?": (Perm Permanent Temp Temporary Dk Not sure) Apprent1 "Please tell me whether this job or training is any of the following? Is it…READ…": (FoundApp "Foundation Modern Apprenticeship" AdvApp "Advanced Modern Apprenticeship" DkApp "Modern Apprenticeship (unsure whether Foundation or Advanced)" Newdeal "Work-based training through the New Deal" Oth "Other government supported training" None "Or none of these?") {If Jemp = Employee, Self or Employer} Jobav "On average, how much money do you usually take home each week or each month from this job after deductions, but including any bonuses or overtime. @/IF STUDENT USUAL PAY AND HOURS ARE THOSE DURING TERM TIME. @/IF RESPONDENT IS IN TRAINING DO NOT COUNT TRAVEL OR LODGING ALLOWANCE RECEIVED. @/IF RESPONDENT HAS MORE THAN ONE JOB ONLY ACCOUNT FOR THEIR MAIN JOB. Interviewer enter either week or monthly" : (Week Month) {IF Jobav = week} Jobavw "ENTER AMOUNT PER WEEK" : {IF Jobav = month} Jobavm "ENTER AMOUNT PER MONTH": Jobhrs "Still thinking about your @main@I job, how many hours in total do you usually work each week?" : 1-80 Muljob "Can I just check do you have…READ OUT": (One "One job or training place" Many "or More than one job or training place?")


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{IF Muljob = more than one job or training place} Mulav "Speaking on average, how much money do you usually take home each week or month @in total@I from all your jobs and training, after deductions but including any bonuses or overtime? @/IF STUDENT USUAL PAY AND HOURS ARE THOSE DURING TERM TIME. @/IF RESPONDENT IS IN TRAINING DO NOT COUNT TRAVEL OR LODGING ALLOWANCE RECEIVED. Interviewer enter either week or month" : (Week Month) {IF Mulav = week} Mulav W "ENTER AMOUNT PER WEEK" : {IF Mulav = month} Mulav M "ENTER AMOUNT PER MONTH": {If Mulav = Response} Mulhrs "Thinking about all your jobs, how many hours in total do you @usually@I work each week, that is in all your jobs taken together?" : {If Jemp=Employee, selfemp, employer} Onjobt4 " In the last four weeks have you received any @on-the-job@ training that is training in the course of your usual work?": TYN {If Jemp=Employee, selfemp, employer} Offjobt4 " In the last four weeks have you received any @off-the-job@ training, that is training away from your usual place of work?": TYN


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Start Block HHOLD: {YOU AND YOUR HOUSEHOLD} {All} Intro1 "It would be very helpful to know a little more about you and your household": 1 Continue Studawa Could you tell me if you are a student who lives away from your usual home during term-time? (Yes No) {IF STUDAWA = Yes} Studen The next few questions are about people you live with. As you are a student please answer these questions about the people you live with during term-time. {ASK ALL} LIVE1 "(Do you live with) a husband, wife or partner?": (yes no) LIVE2 "(Do you live with) any of your own children?": (yes no) LIVE3 "(Do you live with) your father?": (yes no) (If Live3 = No) LIVE3a "(Do you live with) your stepfather or your mother's partner?": (yes no) LIVE4 "(Do you live with) your mother?": (yes no) {If Live4= No} LIVE4a "(Do you live with) your stepmother or father's partner?": (yes no)


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LIVE5 "(Do you live with) any brothers or sisters?": (yes no) LIVE6 "Do you live with any other relatives?": (yes no) LIVE7 "Do you live with any friends?": (yes no) LIVE8 "(Do you live with) anyone else?": (yes no) {If Live8 = Yes} LiveO "Who else do you live with? INTERVIEWER ENTER VERBATIM Max 120 characters {ASK ALL} Disab Do you have a disability or health problem, which you expect will last for more than a year, and which affects your ability to carry out normal day to day activities? (Yes, No) Els "Is there anything else you would like to tell us, about what you have done in the period since 1st January 2001 (Yes, No) {NQ If ELS = yes} WELSE "What is that? @/INTERVIWER ENTER VERBATIM." :STRING[120]


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HE CATI Module Field Final Sample - All those who were asked the HE module at C10S2: Derived variables of note Henow – derived variable indicating if respondent is currently in HE (full or part time) Collected in core Livpar – If lives away from parents during term time (S3 core). STUDAWA collected in core. Intro Introductory questions Block A (Route) Those currently in HE entry

routes and changes of plan since C10S2

Block B (Exper) Current experiences / difficulties of HE & information available

Block C (Fin) Student Finances Sources and coping strategies

Block D (Plan) Career plans and HE Block E (Nothe) Not in HE – Future likelihood

and current activities Block F (Gap) Gap Years Block G (Attitu) Those not in HE who were not

intending to apply at C10S2 – likelihood of future HE entry and attitudes towards HE

Note about document format This document lists questions for a BLAISE Computer Assisted Telephone Interviewing (CATI) questionnaire. Questions are identified by names consisting of up to eight characters (e.g. Year, JobTrn, HE2002) which appear immediately above the question text. The eligibility or routing for questions is indicated in brackets immediately above the question name. In most cases this routing is expressed in two ways, on consecutive lines. Firstly, a written description is given (e.g. If in a job). Secondly, the routing is expressed in programming terms using the question names and answer code names (e.g. if Year = job). Where no eligibility rule is given, this is the same as for the last eligibility rule shown in the questionnaire. The questionnaire is divided into modules or ‘blocks’ as shown above. Don't know answers are allowed at all questions unless stated {No DK}


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Block BHealth Block Intro - Health {ASK ALL IN HE SAMPLE} Hlth "How is your health in general? Would you say it was…READ…": (Ver"…Very good", God "Good", Fai "Fair", Bad "Bad or", Vbad "Very bad?") Hlthcom "Compared to how you were twelve months ago would you say your health has, on the whole…READ…": (Bet "Got better", Wrs "Got worse, or", Sam "is it much the same as it was?") {ASK ALL IN HE AND HE SAMPLE} NB Hearafter All in HE = ALL IN HE SAMPLE {If HENOW = yes} Heint "I would like to ask you a few more questions now about Higher Education.": (Continue)


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Block BRoute A – Those currently in HE entry routes and changes of plan since C10S2. {All currently in HE} {If Henow = yes} Heintr / Code "You may remember that, last time we talked, we asked about whether or not you would be applying to Higher Education. We would like to check how what you are doing now compares with what you were thinking of doing then. Firstly, at which university or Higher Education institution are you currently studying? @/START TYPING THE NAME OF THE UNIVERSITY OR INSTITUTION. DO NOT TYPE @UNIVERSITY@ OR @COLLEGE@ FIRST. IF THE INSTITUTION DOES NOT COME UP ON THE LIST, TYPE @OTHER@ WHICH WILL SELECT @997@ SO THAT YOU CAN ENTER THE NAME YOURSELF.": {Programmer use institution list from C10S2} {If Heintro = Other} HEINTRO "TYPE IN THE NAME OF THAT UNIVERSITY OR INSTITUTION": Swher Is this a …READ OUT? @INTERVIEWER If on sandwich course enter study location not workplace. …University …Higher Education College …College of Further Education / Tertiary college …Independent / other college …Somewhere else? {If Swher = somewhere else} SwherX Where are you studying? INTERVIEWER ENTER STUDY LOCATION Text 1-60 Fsand Are you doing a Sandwich Course? (Yes, No) {No DK, No RF} HEsub "And what subject are you studying at ^Heintro? @/PROBE FOR EXACT NAME @/ENTER VERBATIM": STRING: [60] {All currently in HE} {If Henow = yes} Heft "And are you studying full-time or part-time at ^Heintro?": (Full-time, Part-time)


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STMth When did you start this course or courses? INTERVIEWER ENTER MONTH": 1-12 StYr "INTERVIEWER ENTER YEAR": 1998-2001 ENDMth "When do you expect to finish this course or courses? @INTERVIEWER PROBE FOR BEST ESTIMATE "INTERVIEWER ENTER MONTH": IF STILL DON’T KNOW PRESS <CTRL> AND K 1-12 ENDYr "INTERVIEWER ENTER YEAR": 2001-2005 Hemeth "Did you get your place studying ^Hesub at ^Heintro by…READ…": @/CODE ONE ONLY (UC "…applying through UCAS ", Cle "going through clearing", Dir "applying directly to the university or college or", Oth "some other way?") {If did not get place by applying through UCAS} {If Hemeth <> UCAS} Ucalso “Did you also apply through UCAS?” {Yes, No) {If got place by applying through UCAS} {If Hemeth = UCAS} Ucas “Was this the first choice on your UCAS form?” {Yes, No) {If applied through UCAS} {If Ucalso = Yes OR Ucas = No} Offer “Were you offered a place, subject to A level results, at your first choice through UCAS either conditionally or unconditionally?” (Yes, No) {If offered a place at first choice} {If Offer=Yes} Points “Was the reason you didn’t take that place that you got lower A level grades or fewer points than you needed?” (Yes, No)


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{If lower points / A Levels not a reason for getting more points than needed} {If Points=no} Others “What were your reasons for not taking that place?” ENTER VERBATIM {All in HE} {If Henow = Yes} Costs “Thinking back to when you were deciding what courses at which universities to apply to, how important was it to you when you made that decision how much it might cost either because of the subject of a course or the particular university offering that course?” Was it…READ… (Ver…very important, Qui quite important, Not not very important, Nal not at all important?)

{If Costs = very or quite important} Whatcosts “What costs were you concerned about? Was it…READ… (Par Tuition fees for particular courses or subjects, Tui Tuition fees at particular universities, Exp Expenses involved in living away from home, like food and rent, Oth Or some other costs?) {Multicode: Max 4}


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Block Bexper B: Current experiences / difficulties of HE & information available {All In HE} {Henow = Yes} Comp "For a variety of reasons some people are unable to complete their university courses. Would you say it is likely or unlikely that you will complete your course? @/PROBE 'Would that be very or fairly likely / unlikely?' @/IF NECESSARY ADD 'By course I mean your whole degree or higher education course?": (Ver "Very likely", Fai "Fairly likely", Unl "Fairly unlikely", Vunl "Very unlikely") {All unlikely to complete current course} {If Comp = Unl or Vunl} Ncomp "Why do you think it is unlikely that you will complete your current course? @/INTERVIEWER ENTER VERBATIM @/IF COSTS PROMPT: 'Which costs mean that you may not complete your current course?'": OPEN [140]


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{All in HE} {Henow = yes} HEben "Please tell me what you think the @Imain@I benefits will be to you of being in Higher Education? @/INTERVIEWER PROBE FULLY AND MULTICODE @/Probe: Which others?": {Programmer - text in bold should be text only NOT codes} ('@Job / Career Reasons@I' Led "Leads to a good job/ better job", Pad "Leads to a well paid job", Opr "Gives you better opportunities in life", Esn "Is essential for the career I want", Cer "Shows that you have certain skills", Del "To delay entering work/ give time to decide on career" @Academic reasons Car "Wanted to carry on learning/ I am good at subject/ interested in my subject", @Social / lifestyle reasons@I Soc "The social life/ lifestyle / meeting new people / it’s fun", Awa "Get away from home / move away from parents", @Other / personal reasons@I Res "People will respect me more", Con "Gives you more confidence", Ind "Makes you independent/ maturity / personal development / learning to cope on own" Oth "Other") {Multi-code: max 13} {All In HE} {Henow = Yes} Hewll "How well do you feel you are doing on your current course. Please give yourself a mark out of 10 where 10 is very well and 1 is very badly? INTERVIEWER ENTER NUMBER 1-10": Difint "I am going to read out a list of things which many students say they can find challenging when they first go to university. @/For each one please tell me if you yourself have had any problems of this sort since starting your course. A problem could be something you have found to be either difficult or challenging?": (Continue)


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Difwrk "Thinking about the @amount@I of work on your course @rather than@I the academic level of your course , has the amount of work been a problem at all for you or not? @/IF PROBLEM PROMPT 'Has this been a big problem or a small problem?": (Big "Big problem", Sml "Small problem", No "No problem at all") ExpW "Is the amount of work you have to do on your higher education course more, less, or about the same as you expected?": (Mor "More", Les "less", Abo "about the same", No "no expectation") DifL "(Has this been a problem for you or not) @/'The @academic level@I of the work on your course, rather than the @amount@I of work?' IF PROBLEM PROBE WITH 'Has that been a big problem or a small problem?": (Big "Big problem", Sml "Small problem", No "No problem at all") {All in HE} {Henow = yes} ExpL "Before you started your course did you expect to have a problem with this?": (Yes, No) {All In HE} {Henow = Yes} KnwL "Would you say you knew enough about the academic level of the work your course would involve before you went to university?": (Yes "Yes", No "No", Noe "Didn’t have expectation")


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DifS "(Has this been a problem for you or not) @/'Your teachers or tutors not having @enough time@I to help you with specific problems you may have on the course?' @/IF PROBLEM PROBE WITH 'Has that been a big problem or a small problem?": (Big "Big problem", Sml "Small problem", No "No problem at all") DifF "(Has this been a problem for you or not): @/'Managing your finances since you started university last year. By managing your finances I mean the things you have to do to look after your money and bills rather than just not having enough to get by on?' @/IF PROBLEM PROBE WITH 'Has that been a big problem or a small problem?": (Big "Big problem", Sml "Small problem", No "No problem at all") {All in HE} {Henow = yes} ExpF "Before you went to university did you think you might have problems with managing your finances?": (Yes "Yes", No "No", Noe "Didn’t have expectation") {All in HE who live away from parents home during term time} {If Henow = Yes AND studawa = yes} Diflv "(Has this been a problem for you or not) @/'Besides having extra costs to pay, actually living away from your home and family since you went to university?' @/IF PROBLEM PROBE WITH 'Has that been a big problem or a small problem?":(Big "Big problem", Sml "Small problem", No "No problem at all") {All In HE} {Henow = Yes} SortF "@ISince starting @I your higher education course have you @I asked@I anyone, either a person or an organisation, for advice about or or help in managing your finances?": (Yes, No)


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{All who have sought advice about managing their finances} {If SortF = Yes} SeekF "Who did you ask for advice about managing your finances? @/MULTI-CODE @/Prompt: And who else did you ask?": (Stu "Student Welfare officer/ Student Union / student advice centre", Uni "University official", Tut "Tutor (personal or course)", Fri "Friend", Par "Parent", Ban "Bank", Bro "Brother / sister", Oth "Other") {Multi-code: max 8} {All in HE} {If Henow = yes} SortW "Since you started at university have you @ever@I asked anyone for advice about managing your coursework better?": (Yes, No) {All who have sought advice about better managing work for their course} {If SortW = Yes} SeekW "Who did you ask for advice about managing your coursework? @/MULTI-CODE @/PROMPT: And who else did you ask?": (Stu "Student Welfare officer/ Student Union / student advice centre", Uni "University official", Tut "Tutor (personal or course)", Fri "Friend", Par "Parent", Bro "Brother / sister", Oth "Other") {Multi-code: max 7}


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{All in HE} {If Henow = yes} Decis "Next, thinking about your decision to go into higher education rather than do something else. Looking back over the last year, do you think this was the right or wrong decision?": @/PROMPT: Would you say this is definitely or probably the right / wrong decision?": (Def "Definitely the right decision", Prb "Probably the right decision", Prw "Probably the wrong decision", Dfw "Definitely the wrong decision")


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Block BFIN C. Student Finances – Sources and coping strategies {All in HE} {If Henow = yes} Expen "These days it can be very expensive to go to university and people use many different ways to help pay for the costs of this. I’d like to ask a few questions about the ways you might be using to do this?": (Continue) Slc "Have you applied for a loan, or hardship loan, from the Student Loan Company @this@I academic year?": (Yes, No) {If applied or intends to apply for a student loan} {If Slc = yes} Slcif "Was your application successful?": (Yes, No, Awaiting a decision) {All in HE} {HEnow = Yes} Slcagi "Do you think you will apply for any additional loans or a hardship loan @from the Student Loan Company@I this academic year?": (Yes, No) {All in HE} {If Henow = yes} Odf "At the moment do you have an overdraft with banks or building societies. By overdraft I mean actually being overdrawn on an account rather than just having an overdraft facility?": (Yes,No) CredCa "At the moment do you have any outstanding amounts owing on credit or store cards. By outstanding , I mean amounts held over from the previous month?": (Yes, No) Loa "Other than credit card or overdrafts, do you have any loans from banks or building societies? EXCLUDE MORTGAGES": (Yes, No)


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{All in HE} {If Henow = yes} Tuit "The next few questions are about the costs of going to university. Tuition fees are the fees charged by a university to cover teaching, course materials, use of library facilities and so on but @not@I for things like accommodation. Have you or will you be charged tuition fees for your course at ^Heintro even if you do not have to pay them yourself?": (Yes,No) {If tuition fees charged} {If Tuit = Yes} Lea "Do you receive any money in the form of an official grant, bursary or similar award to help pay for these tuition fees, paid either to you or direct to the university on your behalf? EXCLUDE MAINTENANCE GRANT OR MONEY FOR TRAVEL ONLY": (Yes, No) {If money received in the form of an official grant etc} {If Lea = Yes} Sou "Please tell me who pays this money either to you or direct to the university? @/ MULTICODE @/Prompt: Anyone else?": (La "Local Authority", Col "College / university", NHS "NHS / Department of health", Oth "Other") {Multi-code: max 4} {If money received in the form of an official grant} {If Lea = Yes} Pay "Does the money you receive from this / these source(s) cover the @whole@I cost of your tuition fees or will you or someone else have to make a contribution to the cost?": (Cov "Covers the whole cost of your tuition fees", Ctr "Respondent / someone else has to make a contribution")


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{If respondent or someone else has to make contribution to tuition fees OR no help received} {If Pay = Ctr Or Lea = No} Loan "Other than any loans, overdrafts or other sources of money we have talked about so far, who else has paid or will pay money towards the cost of your @tuition fees@I this year? @/Prompt: Who else?": (Par "Parent / step parents", Own "Self", Spo "Respondent's spouse/partner", Fam "other family member/relative", Emp "Employer", Oth "Other source" Nyn "Not yet known") {Multi-code: max 6} {Nyn = exclusive code} {All in HE} {Henow = yes} Comp "During the current academic year have you bought or do you expect to buy a computer which you will use for your course?": (Yes, No) {All in HE} {Henow = yes} Evryd "I’d like to ask you a few questions now about your @everyday@I living expenses - things like rent and bills, food, toiletries, clothes, travel, books and course materials as well as going out?": (Continue) More "Now you are at university have you found you’re spending @more@I on everyday living expenses than you expected to before you started there, @less@I than you expected or @about the same@I?": (Mor, More than expected Less, Less than expected About the same)


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{If spending more than expected} {If more = Mor} Mores "Please tell me what is the main thing that you are spending more on than you expected? Interviewer: If answer is "everything" prompt with "Is there one thing more than the rest": (Tra "Travel", Med " Medicines / toiletries " Clo "Clothes" Soc "Going out" Rnt "Rent", Bok "Books", Mat "Course materials", Fod "Food", Bil "Bills", Oth "Other", Evr "Everything") {Single Code} {All in HE} {Henow = yes} AutLiv "These days many students find it difficult to meet the expense of their everyday living costs. I’d like to ask you a few questions about how you meet these costs?": (Continue) Mainthe "Do you receive any money in the form of an official maintenance grant, bursary or similar award to help pay for these living costs while taking this course?" INTERVIEWER DO NOT INCLUDE GRANTS COVERING TRAVEL COSTS ONLY: (Yes, No) {If money received in the form of an official grant} {If MaintHe = Yes } LEAhe Does the Local Authority pay this money? Yes No UNIhe Does your university or college pay this money? Yes No NHShe Does the NHS or the Department of Health pay this money? Yes, No


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OTHhe Does another organisation pay this money? Yes No {IF another organisation pays ask OTHhe} {IF OTHhe = yes} OTHPAs "Please tell me which other organisation pays ": INTERVIEWER ENTER VERBATIM Max text 120 characters {If money received in the form of an official grant} {If MaintHe = Yes } CASHhe How much do you receive? If you receive more than one grant or allowance please give the total amount. INTERVIEWER EXCLUDE HELP WITH TRAVEL COSTS ENTER AMOUNT IN POUNDS. Open code TIMEhe What period does this cover? Term Year Other {If TIMEhe = other} OTimhe What other time period does this cover? Open code {If Henow = yes} TRAVhe Do you receive any help with travel costs from your university, college or Education Authority? INCLUDE ANY HELP WITH TRAVEL COSTS INCLUDING TO / FROM PARENTAL HOME. Yes No {All in HE} {Henow = yes} Evoth "Excluding any bursaries you have already told me about have you received any money from hardship or access funds at your university? @/EXCLUDE HARDSHIP LOAN FROM STUDENT LOANS COMPANY": (Yes,No)


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{All in HE} {If Henow = Yes} Gifloa "So far this academic year have you had any financial help from your parents, or from other family members, either as loans or gifts of money, or buying things or paying bills for you?": (Yes, No) {All in HE} {Henow = yes} Extloa "Since you started university have you had to take out any loans or overdrafts that you hadn’t originally planned to?": (Yes,No) Pdwrk "Can I just check, since you started university have you done any paid work during term time?": (Yes, No) {All in HE who have done paid work during term time} {If pdwrk = yes} Wrkreg "Have you been working on a regular basis, that is in most weeks in term or more, or just now and then?": (Reg "Regular basis", Now "Now and then") Wrkfrq Thinking about your paid work during term, do you usually do this …READ… (Wek "…on weekdays only", Wend "on weekends only", Wday "or on both weekdays and weekends?" Vari "Varies (DO NOT READ)") WrkHrs "And in a normal week in term-time for how many hours on average would you be doing part-time work?": (Hrs "Enter number of hours", Cs "Can’t say") {If respondent can give answer in hours} {If wrkhrs = hrs} HrsNo "INTERVIEWER ENTER NUMBER OF HOURS @/(1-80)": {Soft check - If Hrs >39 'Can I just check you work ^hrs per week?}


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{If respondent can’t give number of hours} {If wrkhrs = Cs} Avr "Would you say that on average this is …READ…": (Less "…less than 8 hours a week, Bet "between 8 and 16 hours a week, or", Svn "17 hours or more a week?") {All in HE who have done paid work during term time} {If pdwrk = yes} Ptwrk "Have you found that working part-time interferes at all with keeping up with your university course work?": (Yes, No) {If part time work interferes with course} {If Ptwrk = Yes} Ptinfr "Would you say it interferes…READ….": (Lot "…a lot, or" Lit "a little?") {All in HE} {Henow = yes} Vacwrk1 ‘Last summer, in the time between finishing your A levels and starting your current course, did you have a paid job for…READ… (…all or most of the time about half the time less than half the time or not at all?) Vacwrk2 ‘During the summer vacation this year, do you think you will @Ineed@I to find a paid job for…READ… (…all or most of the time about half the time less than half the time or not at all?)


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Block Bplan D. Career plans and HE ALL IN HE {If Henow = yes} Carpln "Do you have a particular career in mind for when you leave university?": (Yes, No) {If career in mind} {If carpln = yes} CAREER "What type of career do you have in mind? @/ENTER VERBATIM PROBE FULLY @/PROMPT: What will this career involve? @/Would you be based in an office? @/What materials or equipment would you use?": OPEN Decide When did you @first@I decide that this was the career you wanted? Was this…READ… (Sin "…since you started at University", Ear "before that but after you got your A level results", Whi "while you were studying for your A levels", Aft "after you got your GCSE results" Bef "or before then?") Carcho "Do you think the course you’re doing will help you get started in this career?": (Yes, No, Maybe) Cardo "Would you say it is likely or unlikely that you will end up in this career? @/Prompt: Would you say that it is fairly or very likely/unlikely you will end up in that career?": (Vec Very likely Quc fairly likely Nvc fairly unlikely Nac very unlikely?)


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Block Bnothe Not in HE – Future likelihood and current activities. {If not in HE and not on a gap year} {Henow <> Yes & Heappg <> Yes} NewHE "Last time we talked to you we asked you some questions about Higher Education. By Higher Education I mean a degree or HNC, HND or Higher Education Diploma at a university or similar institution. This does not include things like studying for A levels or GNVQs. @@/Can I just check, have you ever applied for a Higher Education course? (Yes, No) {If ever applied for a HE course} {If NewHE = Yes} Heapp2 And have you ever been offered a place, either conditional or unconditional, on a Higher Education course?": If No Prompt 'Are you awaiting the result of an application? (Yes, No, awaiting result) {If ever offered a place} {If Heapp2 = Yes} Hestar "Did you start a Higher Education course in autumn 2001?": (Yes, No) {No DK, No RF} {If took up place but no longer in HE} {If Hestar = Yes} NoLnHE Please tell me why you are no longer doing a Higher Education course? (Tak Taking a break (& returning to start in October 2002) Oth Other reasons) {If NoLnHE = Oth} NoLnX ENTER REASONS VERBATIM


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{If HE application was successful but did NOT start HE course in autumn 2001} {If Hestar = No} "Hentgo There are many different reasons why people do not in the end take a course which they might do. Please tell me the reasons why you did not start a Higher Education course last autumn?": @/PROMPT: What other reasons?": 1. (Not "Did not get grades or points required for course", 2. Cha "Changed mind about doing a HE course", 3. Cou "Could not afford to enter HE", 4. Oth "Other") {Multi-code: Max 4} {If other reason} {If Hentgo = other} Henoth "ENTER OTHER REASON": STRING: [60] {If not in HE and not on a gap year} {Henow <> Yes & Heappg <> Yes} Costs Can I just check, was concern about the cost of doing a Higher Education course in any way a reason why you are not currently doing such a course? (Yes, No) {If not offered a place on a HE course OR Has a successful HE application and not taking a break from HE} {If Heapp2 = No OR (Heapp2 = yes AND NoLnHE <> Tak)} Hefur Do you think you will apply again in the future for a place on a HE course? (Yes, No) {All never applied to HE} {If NewHe = No} Helik How likely is it that you will apply to do a Higher Education course in the future. Would you say that is…READ…": (Ver "…very likely", Cer "likely", Unc "unlikely, or", Vun "very unlikely?")


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{If never applied to HE and unlikely or very unlikely to apply in the future} {If Helik = Unc or Vun} Everapp Since you finished your GCSE's have you ever seriously considered applying to do a Higher Education course or have you always thought you would do something else? (Ser Seriously considered applying for a HE course Alw Always thought would do something else) {If seriously considered applying to do a HE course} {If Everapp = Ser} NotHEC "Please tell me why you have decided not to apply for a HE course in the end? INTERVIEWER ENTER VERBATIM AND PROBE FULLY": {If always new would not apply to HE} {If Everapp = Always} Notres "Please tell me the reasons why you have always thought you will be doing something else other than higher education?": INTERVIEWER ENTER VERBATIM


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Block Bgap Gap Years {If taking a gap year} {If Heappg = yes} Nowgap "Now that you have taken a year off before starting a Higher Education course, please tell me what you’ve been doing so far this year and if this is what you will be doing for the rest of this year? @/Prompt: Anything else?": 1. (Trav "Travelling", 2. Wor "Working abroad", 3. Bri "Working in Britain", 4. Tra "Training", 5. Retak "retaking examinations / course", 6. Oth "other") {Multi-code: max 6} {If other activity in gap year} {If nowgap = other} GapO "ENTER OTHER ACTIVITY / ACTIVITIES": string 120 {If taking a gap year} {If Heappg = yes} Gapdec " When did you definitely know you were going to take a gap year? Was it…READ… (Bf4 "…before your GCSE results", Aft "after your GCSE results but before you’re A Level results", Alv "after you’re A Level results?") Gapbal "Looking back, do you think taking a year off before starting your HE course was the right decision or do you think you should have started the course in autumn 2001?": (Gap "Gap year was the right decision" Wou "Would have preferred to have started the course in autumn 2001")


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Block Battitu G. Those not in HE who were not intending to apply at C10S likelihood of future HE entry and attitudes towards HE {Those not in HE and NOT on Gap Year} {If Henow <> yes AND Heappg <> Yes} Nextyr "What do you think will be your main activity in 12 months time? Do you think you will be in full-time education, doing government supported training, in a full-time job or doing something else?' IF DOING SOMETHING ELSE PROBE FOR ACTIVITY": (Out "Out of work /unemployed", Modn "Modern Apprenticeship (foundation or advanced or other government supported training)", Ful "Full-time job", Par "Part-time job", Stu "Studying for a qualification other than a HE course", HE "Studying for a HE course" Loo "Looking after the home / family", Do "Doing something else") {If other likely activity in 12 months time} {If Nextyr = Do} Nextyro "INTERVIEWER ENTER OTHER MAIN ACTIVITY": {Those not currently in HE who have never applied} {If Henow <> Yes AND Heappg <> Yes AND NewHE <> Yes} NoHEint "Many young people who could go on to University decide that they would prefer to do something else instead. I’m going to read out some things that young people have said about studying at University and I’d like you to give me your opinion on how much you agree or disagree with each of them.": (Continue) HEimp "Do you agree or disagree that 'Getting a degree is not important to me?'": (Agree, Disagree, Neither agree nor disagree) {If Heimp = agree} HeimpSA "Do you agree or agree strongly that 'Getting a degree is not important to me'?": (Agree, agree strongly)


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{If Heimp = disagree} HeimpSD "Do you disagree or disagree strongly that 'Getting a degree is not important to me'?": (Agree, agree strongly) {Those not currently in HE who have never applied} {If Henow <> Yes AND Heappg <> Yes AND NewHE <> Yes} HEfam "Do you agree or disagree that 'My family didn’t want me to apply to University?'": (Agree, Disagree, Neither agree nor disagree) {If Hefam = Agree} HEfamSA "Do you agree or agree strongly that 'My family didn’t want me to apply to University?'": (Agree, agree strongly) {If Hefam = Disagree} HEfamSD "Do you disagree or disagree strongly that 'My family didn’t want me to apply to University?'": (Disagree, disagree strongly) {Those not currently in HE who have never applied} {If Henow <> Yes AND Heappg <> Yes AND NewHE <> Yes} HEAlv "Do you agree or disagree that 'When I was doing my A-Levels my teachers encouraged me to think about applying to University?'": (Agree, Disagree, Neither agree nor disagree) {If Healv = Agree} HEAlvSA "Do you agree or agree strongly that 'When I was doing my A-Levels my teachers encouraged me to think about applying to University?'": (Agree, agree strongly) {If Healv = Disagree} HEAlvSD "Do you disagree or disagree strongly that 'When I was doing my A-Levels my teachers encouraged me to think about applying to University?'": (Disagree, disagree strongly)


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{Those not currently in HE who have never applied} {If Henow <> Yes AND Heappg <> Yes AND NewHE <> Yes} HEpt "Do you agree or disagree that 'I would have applied to go to University but I didn’t want to have to work part-time at the same time as studying?'": (Agree, Disagree, Neither agree nor disagree) {If HEpt = Agree} HEptSA "Do you agree or agree strongly that 'I would have applied to go to University but I didn’t want to have to work part-time at the same time as studying?'": (Agree, agree strongly) {If HEpt = Disagree} HEptSD "Do you disagree or disagree strongly that: 'I would have applied to go to University but I didn’t want to have to work part-time at the same time as studying?'": (Disagree, Disagree strongly) {Those not currently in HE who have never applied} {If Henow <> Yes AND Heappg <> Yes AND NewHE <> Yes} HEmon "Do you agree or disagree that 'I didn’t apply to University because I wanted to work and earn money as soon as possible?'": (Agree, Disagree, Neither agree nor disagree) {If HEmon = Agree} HEmonSA "Do you agree or agree strongly that 'I didn’t apply to University because I wanted to work and earn money as soon as possible?'": (Agree, agree strongly) {If HEmon = Disagree} HEmonSD "Do you disagree or disagree strongly that 'I didn’t apply to University because I wanted to work and earn money as soon as possible?'": (Disagree, Disagree strongly) {Those not currently in HE who have never applied} {If Henow <> Yes AND Heappg <> Yes AND NewHE <> Yes} HEjob "Do you agree or disagree that 'Going to University usually means you get a better job at the end of your course?'": (Agree, Disagree, Neither agree nor disagree)


183

{If HEjob = Agree} HEjobSA "Do you agree or agree strongly that 'Going to University usually means you get a better job at the end of your course?'": (Agree, agree strongly) {If HEjob = Disagree} HEjobSD "Do you disagree or disagree strongly that 'Going to University usually means you get a better job at the end of your course?'": (Disagree, disagree strongly) {Those not currently in HE who have never applied} {If Henow <> Yes AND Heappg <> Yes AND NewHE <> Yes} HEcou "Do you agree or disagree that 'I thought of applying to University but was worried that I wouldn’t be able to keep up with the course": (Agree, Disagree, Neither agree nor disagree) {If HEcou = Agree} HEcouSA "Do you agree or agree strongly that 'I thought of applying to University but was worried that I wouldn’t be able to keep up with the course?'": (Agree, agree strongly) {If HEcou = Disagree} HEcouSD "Do you disagree or disagree strongly that 'I thought of applying to University but was worried that I wouldn’t be able to keep up with the course?'": (Disagree, disagree strongly) {Those not currently in HE who have never applied} {If Henow <> Yes AND Heappg <> Yes AND NewHE <> Yes} HEcar "Do you agree or disagree that 'The career I want means I’m better off training at work than going to University?'": (Agree, Disagree, Neither agree nor disagree) {If HEcar = Agree} HEcarSA "Do you agree or agree strongly that 'The career I want means I’m better off training at work than going to University?'": (Agree, agree strongly)


184

{If HEcar = Disagree} HEcarSD "Do you disagree or disagree strongly that “The career I want means I’m better off training at work than going to University?'": (Disagree , disagree strongly) {Those not currently in HE who have never applied} {If Henow <> Yes AND Heappg <> Yes AND NewHE <> Yes} HEinf "Do you agree or disagree that 'I thought of applying to University but couldn’t get enough information about what studying there would involve?'": (Agree, Disagree, Neither agree nor disagree) {If HEinf = Agree} HEinfSA "Do you agree or agree strongly that 'I thought of applying to University but couldn’t get enough information about what studying there would involve?'": (Agree, agree strongly) {If HEinf = Disagree} HEinfSD "Do you agree or agree strongly that 'I thought of applying to University but couldn’t get enough information about what studying there would involve?'": (Disagree, Disagree strongly) {Those not currently in HE who have never applied} {If Henow <> Yes AND Heappg <> Yes AND NewHE <> Yes} HElon "Do you agree or disagree that 'The main reason I didn’t apply to University was that I did not want to get into debt through having to take out loans to pay for studying there?'": (Agree, Disagree, Neither agree nor disagree) {If HElon = Agree} HElonSA "Do you agree or agree strongly that 'The main reason I didn’t apply to University was that I did not want to get into debt through having to take out loans to pay for studying there?'": (Agree, agree strongly)


185

{If HElon = Disagree} HElonSD "Do you disagree or disagree strongly that 'The main reason I didn’t apply to University was that I did not want to get into debt through having to take out loans to pay for studying there?'": (Disagree, disagree strongly) {Those not currently in HE who have never applied} {If Henow <> Yes AND Heappg <> Yes AND NewHE <> Yes} HEeno "Do you agree or disagree that 'When I did my A levels I felt that I had done enough studying and preferred to start a career?'”: (Agree, Disagree, Neither agree nor disagree) {If HEeno = Agree} HEnoSA "Do you agree or agree strongly that that 'When I did my A levels I felt that I had done enough studying and preferred to start a career?'": (Agree, agree strongly) {If HEeno = Disagree} HEnoSD "Do you disagree or disagree strongly that that 'When I did my A levels I felt that I had done enough studying and preferred to start a career?'": (Disagree, disagree strongly) {Those not currently in HE who have never applied} {If Henow <> Yes AND Heappg <> Yes AND NewHE <> Yes} HEaff "Do you agree or disagree that 'I felt I could not afford to go to University?'": (Agree, Disagree, Neither agree nor disagree) {If HEaff = Agree} HEaffSA "Do you agree or agree strongly that that 'I felt I could not afford to go to University?'": (Agree, agree strongly) {If HEaff = Disagree} HEaffSD "Do you disagree or disagree strongly that that 'I felt I could not afford to go to University?'": (Disagree, disagree strongly)


186

{Those not currently in HE who have never applied} {If Henow <> Yes AND Heappg <> Yes AND NewHE <> Yes} HEQUA "Do you agree or disagree that ‘I don’t need a university qualification to do the job I want to do’": (Agree, Disagree, Neither agree nor disagree) {If HEaff = Agree} HEQUASA "Do you agree or agree strongly that that ‘I don’t need a university qualification to do the job I want to do’": (Agree, agree strongly) {If HEQUA = Disagree} HEQUASD "Do you disagree or disagree strongly that that ‘I don’t need a university qualification to do the job I want to do’": (Disagree, disagree strongly)


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{If HEcar = Disagree} HEcarSD "Do you disagree or disagree strongly that “The career I want means I’m better off training at work than going to University?'": (Disagree , disagree strongly) {Those not currently in HE who have never applied} {If Henow <> Yes AND Heappg <> Yes AND NewHE <> Yes} HEinf "Do you agree or disagree that 'I thought of applying to University but couldn’t get enough information about what studying there would involve?'": (Agree, Disagree, Neither agree nor disagree) {If HEinf = Agree} HEinfSA "Do you agree or agree strongly that 'I thought of applying to University but couldn’t get enough information about what studying there would involve?'": (Agree, agree strongly) {If HEinf = Disagree} HEinfSD "Do you agree or agree strongly that 'I thought of applying to University but couldn’t get enough information about what studying there would involve?'": (Disagree, Disagree strongly) {Those not currently in HE who have never applied} {If Henow <> Yes AND Heappg <> Yes AND NewHE <> Yes} HElon "Do you agree or disagree that 'The main reason I didn’t apply to University was that I did not want to get into debt through having to take out loans to pay for studying there?'": (Agree, Disagree, Neither agree nor disagree) {If HElon = Agree} HElonSA "Do you agree or agree strongly that 'The main reason I didn’t apply to University was that I did not want to get into debt through having to take out loans to pay for studying there?'": (Agree, agree strongly)


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{If HElon = Disagree} HElonSD "Do you disagree or disagree strongly that 'The main reason I didn’t apply to University was that I did not want to get into debt through having to take out loans to pay for studying there?'": (Disagree, disagree strongly) {Those not currently in HE who have never applied} {If Henow <> Yes AND Heappg <> Yes AND NewHE <> Yes} HEeno "Do you agree or disagree that 'When I did my A levels I felt that I had done enough studying and preferred to start a career?'”: (Agree, Disagree, Neither agree nor disagree) {If HEeno = Agree} HEnoSA "Do you agree or agree strongly that that 'When I did my A levels I felt that I had done enough studying and preferred to start a career?'": (Agree, agree strongly) {If HEeno = Disagree} HEnoSD "Do you disagree or disagree strongly that that 'When I did my A levels I felt that I had done enough studying and preferred to start a career?'": (Disagree, disagree strongly) {Those not currently in HE who have never applied} {If Henow <> Yes AND Heappg <> Yes AND NewHE <> Yes} HEaff "Do you agree or disagree that 'I felt I could not afford to go to University?'": (Agree, Disagree, Neither agree nor disagree) {If HEaff = Agree} HEaffSA "Do you agree or agree strongly that that 'I felt I could not afford to go to University?'": (Agree, agree strongly) {If HEaff = Disagree} HEaffSD "Do you disagree or disagree strongly that that 'I felt I could not afford to go to University?'": (Disagree, disagree strongly)


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{Those not currently in HE who have never applied} {If Henow <> Yes AND Heappg <> Yes AND NewHE <> Yes} HEQUA "Do you agree or disagree that ‘I don’t need a university qualification to do the job I want to do’": (Agree, Disagree, Neither agree nor disagree) {If HEaff = Agree} HEQUASA "Do you agree or agree strongly that that ‘I don’t need a university qualification to do the job I want to do’": (Agree, agree strongly) {If HEQUA = Disagree} HEQUASD "Do you disagree or disagree strongly that that ‘I don’t need a university qualification to do the job I want to do’": (Disagree, disagree strongly)


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APPENDIX I POSTAL QUESTIONNAIRE

P2171 C10


An important national survey of the opinions and experiences of young people

P2171 C10

Pathways 2002

What are you doing now?

This booklet is about what you may be doing now whether it’swork, education or training or something else.


If anything is unclear or you need more information please call freephone 0800 652 0501 between 9.30am-5.30pm Monday to Friday.



Yours sincerely,





Subject



C10 P2171



Spare 223-26


Please tick one box for each item belowDon’t

Agree Disagree know








SN 1-6CN 7-8

Batch 09-13


Tick one box

Looking for work or unemployed

Modern Apprenticeship (Foundation or Advanced)or other government supported training




Taking a break from study or work / taking a gap year



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Besides your main activity, are you doing any of the following on a regular basis?By ‘regular’ we mean once a month or more often.

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We would also like to know what you have been doing in the months since 1st January 2001.Please tick one box for each month to show us what you were doing for all, or most of that month.If in any month you were on holiday or were off sick please tick what would normally have been yourusual main activity in that month.

2001 2002Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb

Looking for work or unemployed

Modern Apprenticeship (Foundation or Advanced)or other government supported training




Taking a break from study or work /taking a gap year



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Since 1st January 2001 have you obtained any vocational or professional qualifications, such as NVQs or Advanced GNVQs (Vocational A levels) including any units you havebeen awarded? (Do not include any academic qualifications on this page. We ask about them at questions 7 to 13.)

Yes Go to on next page

No Go to

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(i) (ii) (iii)Qualification name Achieved Subject/Title Level

Tick one box Write in Tick one box

Certain Full units Not

award only 1 2 3 4 Sure

NVQ or

or

GradeFull Part 1

only Pass Merit Distinction

GNVQ Foundation GNVQ or

Intermediate GVNQ or

Number of unitsVocational A levels 12 6 3

units units units Pass Merit DistinctionAdvanced GNVQ/ or orVocational A Level

Achieved

Edexel (BTEC First CertificateBEC / TEC /ONC / OND) First Diploma /

general diploma

National Certificate / Diploma NVQ Level equivalent

(ONC /OND) Not

Other Edexcel / BTEC 1 2 3 4 Sure

(Give NVQ level)

City & Guilds Level 1 / Part 1

Level 2 / Part 2 /Craft / Intermediate

Level 3 / Part 3 / NVQ Level equivalent

Final / Advanced Craft Not

Other City & Guilds1 2 3 4 Sure

(Give NVQ level)

OCR (RSA) VocationalCertificate

Diploma NVQ Level equivalent

Advanced Diploma / Certificate Not

Other OCR (RSA)1 2 3 4 Sure

(Give NVQ level)

Other Qualifications. Please give details here of any other public exams you passed since 1st January2001. Please do not include academic qualifications such as Key Skills, GCSE, AS or A levels or HigherEducation qualifications as these are asked about at later questions.

Qualification name Qualification level Subject Results(eg Part one HNC / ONC / etc) (eg Level 1, Foundation etc.) Write in subject below (eg grade, distinction, merit)

6

SN 1-6CN 7-8

SN 1-6CN 7-8

SN 1-6CN 7-8

SN 1-6CN 7-8

2

2

1 2 3 4 8

1 2 3 4 8

1 2 3

1 2 3

1 2 3

1 2 3 4 8

1 2 3 4 8

1 2 3 4 8

2

2

2 3

1

2

3

4

1

2

3

4

1

2

3

4

1

1

1

1

1

248-61

262-75

309-22

323-36

337-50

409-21

422-34

435-47

448-61

509-21

522-34

535-47

548-61

609-21

622-34

635-47

648-61

662-69

670-77

Spare 276-80

Spare 462-80

Spare 562-80

Spare 678-90

Spare 351-80

P2171 C10

Since 1st January 2001 have you obtained a Key Skills qualification?

Yes No Go to 2

Please tell us: i) the Key Skills you obtained; ii) the levels obtained.

(i) (ii)Key skill Level

Tick all that apply Tick1 2 3 Not sure

Communication

Application of Number

Information Technology

Other

1

1

1

1

2

2

2

2

3

3

3

3

8

8

8

8

1

2

3

4

Did you study Key Skills as a separate subject in its own right, or as part of the course for another subject qualification?

Tick one box

Separate subject

Part of another subject

Don’t know

1

2

3

7

8

9

101

SN 1-6CN 7-8

709

710-11

712-13

714-15

716-17

718

C10 P2171

Spare 788-95

Since 1st January 2001 have you obtained any A levels? Please do not include AS levels here as they are asked about at a later question.

Yes No Go to 2

Please enter the subject and grade you achieved for each A level. Please fill out one linefor each A level subject.

Subject GradeTick one box only per subject

A B C D E F

Since 1st January 2001 have you obtained any AS levels, GCSEs or other academic qualifications?Do not include A levels. We asked about those at question 10.

Yes No Go to 2

11

10

12

Please tell us about these qualifications below:Include only those obtained since 1st January 2001.Please fill out one line for each qualification.

Type of qualification Subject Grade(Please tick)

AS GCSE Other academic (Write in below) (Write in details below) (Write in below)

or or

or or

or or

or or

or or

or or

13

121

1 14

1 2 3

3

3

3

3

3

1 2

1 2

1 2

1 2

1 2

719

720-23

724-27

728-31

732-35

736-39

740

741-48

749-56

757-64

765-72

773-80

781-88

1 2

2

2

2

2

3

3

3

3

3

4

4

4

4

4

5

5

5

5

5

6

6

6

6

6

1

1

1

1

P2171 C10

FULL-TIME EDUCATION

At present, are you studying full-time for any qualifications, either vocational (work-related) or academic?‘Full-time’ includes a sandwich course but not day or block release. Do not include courses which are part of a full-time job or training course – these will be covered later.Please include correspondence courses and open learning courses.

Yes No Go to 2

Is this a sandwich course?Yes

No

1

2

Where are you studying?If on sandwich course tick study location (not workplace). Tick one box

University

Higher Education College

College of Further Education / Tertiary College

Independent College


1

2

3

4

5

When did you start this course or courses?Please give your best estimate.

Month Year

Enter month and year(eg Jan = 01, Feb = 02)

When do you expect to finish this course or courses?

Month Year


Don’t know1

14

15

16

17

18

1 24

810

811

812-17

818-23

824

SN 1-6CN 7-8

809

C10 P2171

Do you receive any money in the form of an official grant, a maintenance grant or allowance, bursary or similar award to help pay for your living costs while you're taking this course?Do not include grants covering tuition fees only or travel costs only

Yes No Go to 2

Who pays this money? Tick all that apply

Local Authority

University / College

NHS / Department of Health

Other organisation (Please write in below)

1

2

3

4

How much do you receive?If you receive more than one grant or allowance please give the total amount.Exclude help with travel costs.

Write in: £

What period does this cover? Tick one box

Term

Year

Other period (Write in below)

1

2

3

Do you receive any help with travel costs from your university, college or Local Education Authority?

Yes

No

1

2

19

20

21

22

23

231

825

826-29

830-33

834

835

P2171 C10

PART-TIME EDUCATION

Are you enrolled on any part-time courses of education, not counting any course you are taking for leisure purposes only?Do not include courses which are part of a full-time job or training course – these will be covered later. Please include correspondence courses and open learning courses.

Yes No Go to 2

Where are you mainly taking your present part-time course?If you are taking more than one part-time course, give details of main one.

Tick one box

College of Further Education / Tertiary College

University / Higher Education college

Private training college /Private college


Work

School

Studying from home


1

2

3

4

5

6

7

8


At present are you studying or training for any NVQs, GNVQs, Advanced GNVQs(Vocational A levels) or other vocational (work-related) or professional qualifications?(Do not include any academic qualifications on this page. These are asked about at later questions.)

Yes Go to

No Go to

24

25

26

261

27

28

1

2

836

837

838

C10 P2171


(i) (ii) (iii)Qualification Studying for / Training for Main subject Levelname Tick one box below for each qualification Write in Tick one box

Certain Full units Not

award only 1 2 3 4 Sure

NVQ or

or

or

Full Part 1only

GNVQ / Foundation GNVQ or

Intermediate GVNQ or

Number of unitsVocational A level 12 6 3

units units unitsAdvanced GNVQ/ or orVocational A Level

Studying for

Edexcel First Certificate(BTEC /BEC / TEC / First Diploma /

ONC /OND) general diploma

National Certificate / NVQ Level equivalent

Diploma / ONC / OND Not

Other Edexcel / BTEC 1 2 3 4 Sure

(Give NVQ level)

City & Guilds Level 1 / Part 1

Level 2 / Part 2 /Craft / Intermediate

Level 3 / Part 3 / NVQ Level equivalent

Final / Advanced Craft Not

Other City & Guilds1 2 3 4 Sure

(Give NVQ level)

OCR (RSA) VocationalCertificate

Diploma NVQ Level equivalent

Advanced Diploma / Certificate Not

Other OCR (RSA)1 2 3 4 Sure

(Give NVQ level)

Other Qualifications. Please give details here of similar work-related or professional qualifications youare currently studying for. Please do not include academic or Higher Education qualifications as these areasked about at later questions:

Qualification name Qualification level Subject(eg Part one HNC /ONC / etc) (eg Level 1 Foundation etc.) Write in subject below

2

2

1 2 3 4 8

1 2 3 4 8

1 2 3 4 8

1 2 3 4 8

1 2 3 4 8

1 2 3 4 8

2

2

2 3

1

2

3

4

1

2

3

4

1

2

3

4

1

1

21

1

1

1

27

SN 1-6CN 7-8

839-52

853-66

867-80

909-21

922-34

935-47

948-60

961-73

1009-21

1022-35

1036-48

1049-61

1062-74

1109-22

1123-35

1136-48

1149-61

1162-75

1176-83

1184-91

Spare 881-98

Spare 974-80

Spare 1075-80

P2171 C10

Are you currently studying for a Higher Education qualification, such as a degree,Diploma in Higher Education, Initial Teacher Training, HND or similar?Do not include taking a break in education such as a gap year.

Yes No Go to

Taking a gap year Go to

1 2

3

31

31

Which of these are you studying for? Tick one box

Degree

Diploma in Higher Education

Initial Teacher Training

HND


1

2

3

4

5

Please write in the box below the subject(s) you are studying for this qualification.(Please do not record subsidiary subjects studied only in the first year of a degree.)

28

29

30

SN 1-6CN 7-8

1209

1210

1211-16

C10 P2171

Are you studying for any A levels, A2s, AS levels, GCSEs or other academicqualifications?(We asked about GNVQs at question 27.)

Yes No Go to 2 33

Please tell us which types of qualifications you are studying for, the number of each type you are studying for, and the subjects?

A levels / A2s Yes i) Number of A-levels / A2s? Write in:

No ii)What subject(s)? Write in below:

AS levels Yes i) Number of AS levels? Write in:


GCSEs Yes i) Number of GCSEs? Write in:


Other academic Yes i) Type of qualification? Write in:qualifications


1

2

1

2

1

2

1

2

31

32

1

1218

1219

1220-43

1244

1245-46

1247-88

1309

1310-11

1312-53

1354

1355-56

1357-68

1217

SN 1-6CN 7-8

Spare 1369-80

P2171 C10

JOBS AND TRAINING

Did you do any paid work in the last 7 days, either as an employee or self-employed? Include any part-time paid work.

Yes Go to

No

1 42

Were you on a work-based training scheme such as Modern Apprenticeship, New Deal or any other similar programme?

Yes Go to

No

1 42

Do you have a job or training place that you were away from last week?If you are a student, include any regular term-time work that you did not do last week.

Yes Go to

No

1 42


Yes

No

1

2


Yes

No

1

2




1

2

3 40

If a job or training place had been offered to you this week, would you have been able to start within 2 weeks?

Yes

No

1

2

33

34

35

36

37

38

39

2

2

2

SN 1-6CN 7-8

1409

1410

1411

1412

1413

1414

1415

C10 P2171

Are you currently doing any education course, either full-time or part-time?

Yes Go to

No 2

1 57

40

For many people there are things outside their control which make it difficult for them tobe in employment, education or training. Others choose not to be in these because theywant to do other things. For each of the things listed below please tick one box toindicate whether or not this applies to you.

Tick one box for each item below















1

1

1

1

1

1

1

1

1

1

1

1

2

2

2

2

2

2

2

2

2

2

2

2

1 2

Spare 1430-80

NOW PLEASE GO TO QUESTION ‘YOU AND YOUR HOUSEHOLD’

41

57

1416

1417-29

P2171 C10

Please answer the questions below about your current job or training. If you have morethan one job or training then please answer for the one with the most hours per week.

When did you start this job or training?Month Year




Tick one box

1-24

25-499

500 or more

1

2

3


Are you an employee, self-employed or an employer?

Tick one box

Employee Go to



1

2

3

47

50

50

In this job do you have formal responsibility for supervising the work of otheremployees?Tick no if you only supervise children, animals or buildings.

Yes

No

1

2

42

43b

44

45

46

47

What is the name of your job / the work you are being trained to do?Please write in job / training title:43a

SN 1-6CN 7-8

1509-14

SN 1-6CN 7-8

1609-90

SN 1-6CN 7-8

1709

SN 1-6CN 7-8

1809

1810

1710-90

1515-90

C10 P2171

Have you been taken on permanently, or is the job temporary?

Tick one box

Permanent

Temporary

Not sure

48

Is this job or training any of the following?

Tick one box

Foundation Modern Apprenticeship

Advanced Modern Apprenticeship

Modern Apprenticeship (unsure if Foundation or Advanced)


Other government supported training

None of these

1

2

3

1

2

3

4

5

6

49

On average how much money do you usually take home each week, or each month, from this job, after deductions but including bonuses or overtime?If you are a student your usual pay and hours are those during term-time.If you have more than one job please answer for your main job only.For training, please do not count any travel or lodging allowance you may receive. Please write inamount to the nearest pound:

Each week £OR

Each month £

How many hours in total do you usually work each week in this job?(If you have more than one job please answer for your main job only)

Write in: Hours per week

Do you currently have… Tick one box

…one job or training place Go to

…more than one job or training place

2

How much money do you usually take home each week or each month in total, from allyour jobs and training, after deductions but including bonuses or overtime?(If you are a student your usual pay and hours are those during term-time. For training, please do not count any travel or lodging allowances you may receive.)Please write in amount to the nearest pound:

Each week £OR

Each month £

How many hours do you usually work each week in total (that is in all your jobs takentogether)?

Write in: Hours per week

50

51

52

53

54

55

1

1811

1812

1813-15

1816-19

1820-21

1822

1823-26

1827-30

1831-32

P2171 C10


In the last four weeks, have you received any on-the-job training, that is training in the course of your usual work?

Yes

No

1

2


Yes

No

1

2

55

56

1833

1834

C10 P2171


Are you a student who lives away from your usual home during term-time?

Yes No1 2

The next few questions are about people you live with. If you are a student please answerthese questions about the people you live with during term-time.

Do you live with a husband, wife or partner?Yes No

1 2

Do you have any children of your own who live with you?

Yes No1 2

Do you live with any of the following other people? Please tick one box for each item below

Yes No

Father or step father (including mother’s partner)?

Mother or step mother (including father’s partner)?

Brothers or sisters?

Any other relatives (other than own children)

Friends?

Anyone else except own children or partner / spouse?(Please write in below if not included at questions 58-60 already)

Do you have a disability or health problem, which you expect will last for more than ayear, and which affects your ability to carry out normal day-to-day activities?

Yes No1 2

57

58

59

60

If there is anything else you would like to tell us about what you have done in the periodsince 1st January 2001 please write below and use additional paper if you need to.

62

61

1

1

1

1

1

1

2

2

2

2

2

2

1835

1836

1837

1838-43

1844

P2171 C10

C10 P2171

ADDRESS DETAILSTo help us to keep in touch with you, please write in your full telephone number andemail address, if you have one, below:

Telephone

Email

Please PRINT your full name, address and telephone number below if it is different fromthat on the label below:

First name

Last name

Address

Postcode

In case we should have difficulty getting post to you if you move, please PRINT thename, address and telephone number of someone (with a different address from yourown) who will know where to reach you (such as an uncle or aunt, older brother or sisteror a close friend).

Mr/Mrs/Ms/Miss

First name

Last name

Address

Postcode

Telephone

THANK YOU FOR YOUR HELPNow please post this back to us in the envelope provided.

It does not need a stamp.

64

65

63

CONTACT DETAILS

C10 P2171

4571userguide.pdf - UK Data Service Provider

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