122 ENGAGING YOUNG PEOPLE?7.2.6 RETAIL SECTORNearly three-in-ten females completing <strong>the</strong> LCA programme are employedin <strong>the</strong> wholesale/retail and personal services industries, as displayed inFigure 7.13. The early leaver groups and those performing well in <strong>the</strong>LCE/LCVP have relatively low levels <strong>of</strong> employment in <strong>the</strong>se industries.However, females performing poorly in <strong>the</strong> LCE/LCVP exam have <strong>the</strong>highest levels <strong>of</strong> employment in <strong>the</strong>se sectors.Figure 7.13: Percentage <strong>of</strong> Females Employed Within <strong>the</strong>Wholesale/Retail and Personal Services Industries (2001-2005 Leavers 1-2 Years After <strong>Leaving</strong> School)35302520%151050Low Medium-Low Medium-High HighNo Quals Junior Cert LCA LCE/LCVP LCE/LCVP LCE/LCVP LCE/LCVPSource: School Leavers' Surveys 2002-2007.These figures correspond with findings in <strong>the</strong> qualitative interviewswhere <strong>the</strong> majority <strong>of</strong> females interviewed had worked or were working in<strong>the</strong> Wholesale/Retail and Personal Service Industries. These jobs includedpositions as sales assistants in retail outlets and department stores andwaitressing in restaurants.Aoibhin got a job in a large supermarket in <strong>the</strong> summer after her examsand stayed on eventually becoming a night supervisor. She worked <strong>the</strong>reuntil recently when she left due to illness:I was a, a checkout girl and worked up <strong>the</strong>n, I was a checkout supervisor.And what did you think <strong>of</strong> <strong>the</strong> work?I enjoyed it because, with me working nights, seeing different people, some <strong>of</strong> olderpeople wouldn’t have been shopping at night and it’s almost easier to workingnights.What different responsibilities did you have as supervisor?The extra responsibilities was making sure <strong>the</strong> staff were doing <strong>the</strong> work and just,was <strong>the</strong> staff doing <strong>the</strong> work and money in <strong>the</strong> tillsHow many staff would you have been in charge <strong>of</strong>?There wouldn’t have been, <strong>the</strong>re would have been seven or eight to about eleven,twelve o’clock and <strong>the</strong>n <strong>the</strong>re was three <strong>the</strong>n during <strong>the</strong> night, so it wasn’t a hugenumber. (Aoibhin, 22, completed LCA, unemployed)
LABOUR MARKET OUTCOMES 123At <strong>the</strong> time <strong>of</strong> interview, Deirdre had applied to do a course inhairdressing. She had applied for this same course when she left school butdecided to work for a year to get some money. She got a job in a largedepartment store which she found difficult due to <strong>the</strong> long hours:I left school and I applied for <strong>the</strong> course I’m doing now, hairdressing one, and Ithought, I pulled out <strong>of</strong> it because I said, no I’m going to work for a year, I’m notgoing to have no money, so I was working in [store] <strong>the</strong>n for a year and after ayear I just said I need to get out <strong>of</strong> here, I was like <strong>the</strong> hours would be, on aSunday you’d have to go in at half seven in <strong>the</strong> morning, you wouldn’t finishuntil, no, eight to half seven on a Sunday, and you’d only finish on <strong>the</strong> Saturdayevening before at nine, and <strong>the</strong>n you’d be in <strong>the</strong> Monday from seven to four and<strong>the</strong>n <strong>the</strong> next day twelve to nine, <strong>the</strong> hours were just, you couldn’t do any more,exhausted, you know. (Deirdre, 22, completed LCA, unemployed)As part <strong>of</strong> her work experience Niamh had been working in a taxicompany and when she finished <strong>the</strong> LCA she went full-time for three and ahalf years. At <strong>the</strong> same time, she attended a tax technician course at <strong>the</strong>weekends which was paid for by her employer:So <strong>the</strong>n, what did you do immediately after leaving school?Well you see I, because I’d been doing my work experience <strong>the</strong>y <strong>of</strong>fered me thatjob so I went straight out <strong>of</strong> school to that job so, that’s where I went from<strong>the</strong>re…It was kind <strong>of</strong> through my job…that I done that tax course, because, welooked after <strong>the</strong>ir tax returns, because <strong>the</strong>y’re self employed people, so I done <strong>the</strong>irtax returns so <strong>the</strong>refore, I liked doing it, dealing with income tax, so that’s whenI went <strong>of</strong>f to do <strong>the</strong> tax course and I learnt all different o<strong>the</strong>r areas, I do me owntax returns and me families too. (Niamh, 21, completed LCA, employed)Niamh also did a beauty course:I also done, I done nail technician course, spray tan course, I do nails, I do spraytan…through a college it was just a course that I paid for myself like, so…<strong>the</strong>ywere just a beauty thing. (Niamh, 21, completed LCA, employed)At <strong>the</strong> time <strong>of</strong> interview Niamh was still working as a taxi-driver.7.3Home DutiesandEconomicInactivityAcross <strong>the</strong> four most recent school leavers’ surveys, fewer than 4 percent are economically inactive one year after leaving school; includingindividuals who are engaged in home duties, those who are ill or disabledand o<strong>the</strong>r individuals who are not in <strong>the</strong> labour market. As shown in Figure7.14, inactivity is considerably higher among young people who left schoolearly, particularly those who left prior to sitting <strong>the</strong> Junior <strong>Certificate</strong>examination (14 per cent <strong>of</strong> whom are inactive). Among those whocomplete senior cycle, levels <strong>of</strong> inactivity are highest among thoseperforming less well in <strong>the</strong> LCE/LCVP (6.5 per cent) and LCA leavers (5per cent).Table 7.4 displays a multivariate model <strong>of</strong> <strong>the</strong> probability <strong>of</strong> beingeconomically inactive one year after leaving school. The model estimates<strong>the</strong> relative influence <strong>of</strong> gender, parental social class and second-levelattainment on <strong>the</strong> likelihood that a school leaver is economically inactive.Model 1 shows males much less likely to be inactive, along with clear social