Scottish Government

The elusive nature of the learning society: a profile of adult participation in education and training in Scotland

5 Motivation: why people engage in learning

As qualitative research from the perspective of biographical life histories has demonstrated, motivation to participate in a particular learning opportunity is best conceived as the outcome of a process involving a complex combination of individual, social and economic factors (for example, Alheit, 1995). In the NIACE study respondents are provided with a series of options from which they are asked to select those which best fit the reasons why they embarked on their most recent learning activity. For practical purposes therefore personal decision making processes, the inter-play of opportunities with 'trigger' events and the like have to be left aside for the benefit of seeking summary and comparable quantitative information.

In this context, the most frequently cited reasons for participation by respondents were firstly, interest in the subject (35%); secondly, the enjoyment of learning (30%); and, thirdly, because they thought it would help in their current job (29%). The issue of growing compulsion to participate in continuing education/lifelong learning is one which had been gaining growing attention in recent years. As table 5.1 indicates 5% of the sample in Scotland regarded themselves as being in this category. It would seem important to undertake further analysis around areas such as the outcomes and completion rates for such participants- not to mention their likely interest in further learning.

Table 5.1: Details of main reasons for starting current/recent learning

Given the small numbers involved in tables 5.2, 5.3 and 5.4, the range of reasons given are summarised under four main categories - personal development, work related, educational and external pressures ("not my choice").

Table 5.2: Summary of main reasons for engaging in recent learning in Scotland

The following tables need to be interpreted with caution because of small numbers. As might be expected, younger people and those in socio-economic groups C1 and C2 were most likely to cite education / progression as reasons for engaging in learning. Interestingly, personal development reasons appeared high on the lists across all age groups. The issue of compulsion mentioned by 5% in total is one which would merit further investigation.

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

Qualification aims

Recent learners were asked whether they were aiming to acquire qualifications and at what level. Table 5.5 compares the responses of learners in Scotland with those of all interviewees throughout the UK.

Table 5.5:Qualification aims

Note: The above are the qualification categories used in the NIACE survey, which can be mapped on to levels of the Scottish Credit and Qualifications Framework (SCQF, Appendix V).

Fewer respondents in Scotland than the UK as a whole were aiming to achieve a qualification (49% compared to 56%). This fits in with the finding that education/progression reasons and gaining a recognised qualification appeared to be less important to Scottish learners than other work-related or personal development reasons for undertaking the learning. Of those who were aiming for a qualification, HE level qualifications were by far the most common with almost a third aiming for these. Scottish participants were more likely than UK respondents as a whole to be aiming for HNC/Ds.

Table 5.6:Qualification aims, by gender

Differences are small, with a slightly higher percentage of men aiming at no qualification, and slightly more women (32%) than men (28%) studying for a degree or level 4/5 qualification.

Table 5.7:Qualification aims, by age

Older students were more likely to be engaged on learning which did not lead to a qualification, and the 17-24 age group included the largest percentage (60%) studying for a degree or level 4 or 5 qualification. There were, however, people studying at all levels in all age groups.

Table 5.8:Qualification aims, by socio-economic group

Table 5.9 : Qualification aims, by area of domicile

Tables 5.8 and 5.9 show that non-accredited learning was most common for all groups, followed by degree/ HE level qualifications. The numbers engaged in level 2 and level 3 qualifications are too small to warrant further analysis.

Finally, tables 5.10 and 5.11 show the employment status and existing qualifications of these learners in Scotland. Leaving aside full-time students, those not in employment were somewhat less likely to be working for some form of qualification than those in employment.

Table 5.10: Qualification aims, by employment status

Note: These are the qualification categories used in the NIACE survey, which can be mapped on to levels of the Scottish Credit and Qualifications Framework (SCQF, Appendix V).

The patterns in table 5.11 lead to concerns about persisting, and potentially increasing qualification gaps. Sixty-five per cent of recent learners with no qualifications are engaged in learning which does not lead to a qualification. This contrasts markedly, for example, with the 43% who have already achieved level 4/5 and who are now seeking to pursue further study at this higher level i.e. degree or masters courses.

Table 5.11:Qualification aims, by existing qualifications

Note: The above are the qualification categories used in the NIACE survey, which can be mapped on to levels of the Scottish Credit and Qualifications Framework (SCQF, Appendix V).

It is important to bear in mind that courses which do not lead to credit can form a vital first step, on what can be a long road, for many new learners. As a recent study in Scotland indicated, there can be striking differences in the attitudes to progression between adults engaged in basic literacy and numeracy studies and other learners; the former did not talk about their plans for the future, but were more likely to talk about:

…making progress; about things they could do, about increasing confidence. They did not talk about what next (Merrifield, 2000:4)

In other words, learning opportunities which do not directly lead to credit can offer crucial stages back to learning. However, it is important to ensure that relevant progression options are readily available in order to avoid disadvantaged learners becoming ghettoised in a particular part of the lifelong learning landscape.