Scottish Government

2004

CONTENTS

Executive Summary
Acknowledgements
1. Public engagement in post-school learning in Scotland.
2. Information channels: how people learn about learning opportunities.
3. Diversity of learning opportunities: where people choose to learn.
4. Duration of learning: how long is a piece of string?
5. Motivation: why people engage in learning.
6. Subjects: what people choose to learn.
7. Finance.
8. Access and barriers.
9. Attitudes to learning and future plans.
10. Outcomes of learning .
11. Role of new technology.
12. Conclusion and Policy implications.
Appendix I: Methodology
Appendix II: Definition of socio-economic class used by the Research Society of Great Britain
Appendix III: Characteristics of sample from Scotland
Appendix IV: Interview schedule
Appendix V: Highest Educational Qualifications of the population in Scotland by age and gender (2000)
References

List of Tables

Table 1.1: Participation in learning since leaving school: Scotland compared to the UK (2002)
Table 1.2: Reported levels of current and recent participation by respondents in Scotland compared to the UK (1990-2003)
Table 1.3: Adult learning participation patterns by the highest qualifications held by respondents in Scotland
Table 1.4: Adult learning participation patterns by school leaving age of respondents in Scotland
Table 1.5: Adult learning participation patterns by gender of respondents in Scotland
Table 1.6: Adult learning participation patterns by social class of respondents in Scotland
Table 1.7: Adult learning participation patterns by age of respondents in Scotland
Table 2.1: Source of information about main subject of most recent learning, by gender
Table 2.2: Source of information about main subject of most recent learning, by age
Table 2.3: Combined sources of information about main subject of most recent learning, by age
Table 2.4: Source of information about main subject of most recent learning, by employment status
Table 2.5: Source of information about main subject of recent learning, by socio-economic group.
Table 3.1: Main location of learning, by gender
Table 3.2: Main location of learning, by area type
Table 3.3: Main location of learning, by age group
Table 3.4: Main location of learning, by social class
Table 4.1: Length of time altogether that learning is expected to take/has taken
Table 4.2: Expected duration of recent studies, by gender
Table 4.3: Expected duration of recent studies, by age
Table 4.4: Expected duration of recent learning, by employment status
Table 4.5: Expected duration of recent learning, by socio-economic group
Table 4.6: Hours a week spent on new learning
Table 4.7: Hours a week spent on new learning, by gender
Table 4.8: Hours a week spent on new learning, by age group
Table 4.9: Hours a week spent on recent learning, by employment status
Table 4.10: Hours a week spent on recent learning, by socio-economic status
Table 5.1: Details of main reasons for starting current/recent learning
Table 5.2: Summary of main reasons for engaging in recent learning in Scotland
Table 5.3: Main reasons for engaging in recent learning in Scotland, by socio-economic group
Table 5.4: Main reasons for engaging in recent learning in Scotland, by age when finished full-time education
Table 5.5: Qualification aims
Table 5.6: Qualification aims, by gender
Table 5.7: Qualification aims, by age
Table 5.8: Qualification aims, by socio-economic group
Table 5.9: Qualification aims, by area of domicile
Table 5.10: Qualification aims, by employment status
Table 5.11: Qualification aims, by existing qualifications
Table 6.1: Main subjects pursued by current and recent learners
Table 6.2: Subjects studied by at least 3% of recent learners in Scotland, by gender
Table 6.3: Subjects studied by at least 3% of recent learners in Scotland, by age
Table 6.4: Subjects studied by at least 3% of recent learners in Scotland, by employment status
Table 6.5: Subjects studied by at least 3% of recent learners in Scotland, by socio-economic group
Table 6.6: Subjects studied by at least 3% of recent learners in Scotland, by area type
Table 7.1: Sources of financial support for fees for current/recent learning
Table 7.2: Other costs associated with current/recent learning
Table 7.3: Sources of financial support for fees for current/recent learning, by gender
Table 8.1: Help and advice
Table 8.2: Help and advice, by gender
Table 8.3: Help and advice, by employment status
Table 8.4: Help and advice, by socio-economic group
Table 8.5: Help and advice, by experience of recent learning
Table 9.1: Extent of agreement with statements about learning
Table 9.2: Extent of agreement with statements about learning, by gender
Table 9.3: Extent of agreement with statements about learning, by age
Table 9.4: Extent of agreement with statements about learning, by employment status
Table 9.5: Extent of agreement with statements about learning, by socio-economic group
Table 9.6: Extent of agreement with statements about learning, by experience of recent learning
Table 9.7: Likelihood of taking up learning in next three years
Table 9.8: Main factors likely to prevent respondents engaging in learning in the future (respondents not likely to take up learning in next three years)
Table 9.9: Future plans by learning profile of respondents in Scotland
Table 9.10: Future plans by gender of respondents in Scotland
Table 10.1: Changes or benefits as a result of current/recent learning
Table 11.1: Technology to which respondents had regular access
Table 11.2: General and main activities for which internet was used
Table 11.3: Technology to which respondents had regular access, by participation in learning categories

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