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Gap year takers: uptake, trends and long-term outcomes

Crawford, Claire; Cribb, Jonathan; (2012) Gap year takers: uptake, trends and long-term outcomes. (Research Report DFE-RR25 ). Department for Education: London, UK. Green open access

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Abstract

This report provides the first quantitative evidence on the characteristics and outcomes of gap year takers in the UK. It does so by using two rich survey datasets: the Longitudinal Study of Young People in England (LSYPE), which follows a cohort of young people as they make decisions about whether or not to enter higher education (HE) and whether or not to take a gap year at the height of the recent recession, and the British Cohort Study (BCS), which follows the population of individuals born in Great Britain in a particular week of April 1970, who were first eligible to enter HE in September 1988. These two datasets together enable an assessment of the intentions, activities and characteristics of a recent cohort of gap year takers and the long-term consequences of the decision to delay entry into HE for a range of outcomes, with a particular focus on wages and earnings. The analysis of the recent LSYPE cohort focuses on individuals who are on a gap year according to the “official” Department for Education definition. LSYPE cohort members are asked, at the end of the first academic year following Year 13, if they have: a) applied to university, b) received offers and c) accepted an offer. If they answer “yes” to all three questions, they are asked “Are you on a gap year between getting exam results and going to university?”. If they answer “yes” to this question, then they are classified as being on a gap year. In contrast to the definition of gap year takers in the BCS – which relies on identifying breaks in full-time education – individuals who are classified as gap year takers in the LSYPE do not all end up going to university. This is an important distinction between the two studies.

Type: Report
Title: Gap year takers: uptake, trends and long-term outcomes
ISBN-13: 978-1-78105-198-6
Open access status: An open access version is available from UCL Discovery
Publisher version: https://assets.publishing.service.gov.uk/media/5a7...
Language: English
Additional information: This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: https://discovery.ucl.ac.uk/id/eprint/10180646
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