Science, engineering and technology associate professionals vs Youth and community workers Salary (2025)
How do Science, engineering and technology associate professionals and Youth and community workers salaries compare in the UK? Here is a detailed side-by-side breakdown.
Science, engineering and technology associate professionals earns £7,081 more per year (25% higher)
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Detailed Comparison
| Metric | Science, engineering and technology associate professionals | Youth and community workers | Difference |
|---|---|---|---|
| Median Annual | £35,524 | £28,443 | +£7,081 |
| Mean Annual | £38,488 | £27,248 | +£11,240 |
| Monthly | £2,960 | £2,370 | +£590 |
| Weekly | £683 | £547 | +£136 |
| Hourly | £17.08 | £13.67 | +£3.41 |
Salary Range Comparison
| Percentile | Science, engineering and technology associate professionals | Youth and community workers |
|---|---|---|
| 10th (Entry) | £24,175 | £9,486 |
| 25th | £28,490 | £18,341 |
| 50th (Median) | £35,524 | £28,443 |
| 75th | £45,360 | £35,242 |
| 90th (Senior) | £56,485 | £42,021 |
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Frequently Asked Questions
Who earns more, a Science, engineering and technology associate professionals or a Youth and community workers?
A Science, engineering and technology associate professionals earns more. The median salary for a Science, engineering and technology associate professionals is £35,524, whilst a Youth and community workers earns £28,443 — a difference of £7,081 per year.
What is the salary difference between a Science, engineering and technology associate professionals and a Youth and community workers?
The difference is £7,081 per year. Science, engineering and technology associate professionals is the higher-paid role.
Should I become a Science, engineering and technology associate professionals or a Youth and community workers?
From a salary perspective, Science, engineering and technology associate professionals offers higher median pay. However, career choice depends on many factors including interests, qualifications, work-life balance and long-term prospects.
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