The Scottish Government

« Previous | Contents | Next »

Listen

LEARNER PERCEPTIONS OF INFORMATION, ADVICE AND GUIDANCE: A REVIEW OF RESEARCH

SECTION TWO: INFORMATION, ADVICE AND GUIDANCE: WHAT DO PEOPLE GET AND WHAT DO THEY WANT?

This section reviews research which explores what learners want from information advice and guidance. It overviews these in relation to the two groups we have set out in the introduction to the review: issues relevant to participants in learning; and issues relevant to those who do not traditionally participate in learning groups. Funding issues are addressed separately for both groups.

2.1 All learners and potential learners

Research which has drawn on the perspectives of all adults has highlighted that a lack of knowledge of educational opportunities is a major barrier to participation in learning (Munn and Macdonald, 1988; Fitzgerald et al, 2002; Watters and Quilter 2003). Findings show that those who had returned to learning had more information about local learning opportunities than those who did not return to learning. However, it has also been shown that providing IAG services is not enough. People need to know how to access them, what help they can provide (Meagher and Robson, 1998), and the services must be provided in a form which is suited to the needs of the people who are using them (McGivney, 1999a).

The importance of IAG has been highlighted for all sectors. The importance of good IAG in relation to supporting young people's transitions from school has emerged (Morris et al 2002; HMIE 2002; Kidd and Wardman, 1999). Research shows that IAG for community based learning is key in attracting non-participant groups, however there are a number of issues which have to be addressed in the successful delivery of IAG in this area (Gallacher et al, 2000; McGivney 1999a,b; Scottish Executive, 2001). Within the further and higher education sectors, IAG also emerges as important issue in relation to decisions regarding participation, finance and learning support, and guidance with studies (Conner et al, 1999; Watts et al, 2001; Scottish Funding Councils, 2003).

2.1.1 Key areas for IAG

Research shows that the information needs of learners vary greatly, but generally they need to know what is available, where and when; the nature of the programme and what qualification, if any, it leads to; the time and costs involved; and any practical help that will be available to them. They may also want to know the level of study; how they will learn, be assessed and supported; and what it could lead on to. A further set of information needs relates to transport, the various financial costs involved, and finding childcare (Watters and Quilters, 2003). The same study highlighted that adults on courses need a point of contact which will provide IAG with regard to progression on to other learning opportunities (Watters and Quilter, 2003). Many potential learners, particularly in the traditional non-participant groups, want to be re-assured that learning is for 'people like them' (Gallacher et al, 2000; McGivney, 1999a; McGivney, 2000b; Merril, 1999).

2.1.2 Funding issues

IAG relating to the financial implications of participation in learning has emerged as a key factor for all groups. This is discussed in greater detail below.

2.2 Participants in learning

For those who are engaged in learning there is evidence of a need for good IAG at all stages of the learning pathway, and in all sectors.

2.2.1 Participant groups: what do they want and what do they get?

Young people in transition

One large scale study which included the views of pupils in 24 schools making transition from school to post compulsory education and training, points to the need for improvement in the provision of IAG (Foskett, Dyke and Maringe, 2003). This is supported by other research undertaken by Joyce et al, (2003) and Kidd and Wardman, (1999). Research undertaken by Morris et al (2002) which shows that many young people had not been provided with comprehensive and impartial advice to help them decide whether to carry on with their education. They found this to be particularly so for those in schools without sixth forms, for late entrants and for those they termed 'drifters'.

Foskett, Dyke and Maringe (2003) report that young people are struggling to find their way through the 16-19 curriculum. Similarly, research by Sadler (2002) has shown that school leavers are not fully aware of what courses are available at. Young people contemplating such transitions may not always get the information and advice they needed after they leave school; they do not always get the same support at college as they had at school, and this could lead them to drop out; some young people and their parents were not aware of the opportunities available at college (HMIE, 2002).

Pupils have suggested a range of improvements to IAG, including improving access to information, for example more trips to FE providers, more careers guidance improving impartiality in the schools advice and guidance roles; giving advice and guidance earlier in school career; and improving the quality of careers provision (HMIE, 2002; Foskett, Dyke and Maringe, 2003).

Kidd and Wardman (1999) report on a study on the advice and guidance received by over 200 young people who had switched or dropped out of courses at least once in the 12 months following the end of compulsory schooling. In relation to their initial choice of post 16 course, many felt it was their own judgement and no one could have persuaded them out of it. However, 47% would have liked more information or advice at the point that they were thinking of leaving their first course. About half (55%) felt well prepared for their first post-16 destination, and this usually related to the amount of information they were given, which may have come from different sources. Those who only switched once generally reported feeling better prepared for their choice by being taught careers topics in class, or having talked with a careers teacher, than those who had switched more than once. However, neither group felt that their decision-making had been helped by individual guidance from a careers adviser. This research suggested that some young people would have liked to be challenged more by their careers advisors about their own stated aims. The authors suggest an implication of their findings is that post-compulsory institutions should provide 'realistic course previews' for potential students. It has also been shown that young people undertaking work based training or undertaking A levels felt that Careers Education and Guidance (CEG) had not adequately prepared them for what they were doing now. A postal survey of 603 young people highlighted that most respondents who had finished A levels felt that CEG had not helped with their decision about what to do next (SWA, 2000).

The further education sector

Large scale research undertaken in Scotland by the Scottish Funding Councils (2003) which drew on 1458 interviews with FE students and 618 interviews with HE students highlighted the importance of IAG for FE students. FE students were more likely than HE students to rate general help, learning support and guidance with studies as one of the top three most important factors to their learning experience. FE students were more likely to say that adequate advice and support with financial and personal issues was the most important factor (19% compared with 7%). This study also showed that 20% of FE students compared with 14% of HE students felt that receiving appropriate careers advice was the most important factor. An age difference was evident in the findings: 51% of those aged 35 and over, compared to 49% aged 25-34 and 37% aged 16-24 considered receiving adequate help, learning support and guidance with their studies from teaching staff to be important to their learning experience. However, younger students were more likely than older students to rate careers information as important (Scottish Funding Councils, 2003).

The university sector

University students suggest a need for better publicity of the advice services and their perceived accessibility to students thinking of leaving. This may help alleviate drop out from courses (Joyce et al 2003). Reason for withdrawal from university have been shown to include the need for more help early on in the university career to enable students to make better choices of programmes (Christie et al, unpublished research).

Connor et al (1999) report on UK-wide research based on 20,000 applicants to HE, 1900 final year pupils; 200 first year students; and also draw on relevant literature and statistics. Respondents found the decision-making process complex, but did not feel overloaded by the information available to them. However, rather than wanting more information from institutions to help them make decisions, they wanted more detailed, better focused and more impartial information on specific courses, institutions and aspects of student life. Generally speaking, some of the information provided by institutions was criticised for its level of quality and accuracy.

For those completing a course and leaving university, lack of available guidance has been cited as a factor in the wasting of potential after graduates leave higher education and enter the labour market. Where mentoring in the workplace was available, graduates found this that could be a source of support in reviewing and structuring career plans, and could encourage them to take action (NICEC, 2000).

2.2.2 Funding issues

The importance of advice and support on financial issues which students in the FE sector have reported in the Scottish Fundings Council study has been noted above (Scottish Funding Councils, 2003).

One large scale study undertaken in the FE sector which focused on learners' views on finance is useful in highlighting IAG needs in relation to finance (Callander, 1999). This study included face to face interviews with over 1000 learners in FE (all ages, both full and part time). This research showed that the most financially vulnerable groups were:

A third of all the students who took part in the research (both young people and adults) had received some information about assistance with costs of going to college. However the research also highlights that half of all respondents reported that they would have liked more information about sources of financial support available. It is interesting to note that this was especially true for students in social classes D and E, where three out of five respondents wanted more information. People in the lower social classes often did not know about sources of student support. In addition the research found that some students erroneously thought that they were ineligible support when they were in effect eligible. This points to a lack of clarity in eligibility criteria. Students reported that many course leaflets did not have all the information they needed, especially related to costs (Callander, 1999).

Research in the higher education sector has shown that for people in lower social classes, information about the financial implications of HE study is key. Connor et al's (2001) large scale, multi method research investigated the issues affecting decisions about participation in HE, including participation by lower social class groups. Respondents included potential entrants, current students and non-HE entrants from lower social class groups in England and Wales. A reason for not going to university, but also a concern of current students and likely entrants, was given as lack of knowledge of likely costs and income sources, and the likely financial outcomes of HE study later on. It should be noted, however, that a number of concerns other than finance are listed: being able to cope with level and amount of work; gaining entry qualification; the application process; and for some, personal matters such as childcare. The indication would seem to be from this that these are areas in which information and advice might benefit those from lower social class groups. Information on HE was seen by many to be too general and overly complex. Gaps in information were given as financial aspects of study, and the benefits it may have for employment and financial returns. Three quarters of the full-time students who took part felt they had had insufficient information about how much it would cost to be a student when they were applying for university. The study also found that most applicants were aware of the level of fees but there was some confusion about their relationship to the level of family income (Connor et al, 1999). Watts et al (2001) state that the introduction of student loans and fees have led to demands from parents and students for much more information. It is interesting to note that part-time students generally had had less information on the financial aspects before they entered HE than full-time students (Sadler, 2002) .

Hall and Tinklin (1998) undertook a small scale research study in Scotland on the experiences of disabled students in HE. The findings from this study showed that:

2.3 Those who do not traditionally participate in learning

Participant groups, particularly young people making transitions from school to post compulsory education, are often "plugged into" existing IAG networks, such as the Careers service, or they or their parents will know how to access information for example, how to get a prospectus for a college or university. For non-participant groups, this is less of the case. Many will not be aware of, or connected to, traditional ways of accessing IAG. This raises another set of issues for IAG provision, which have to be addressed. It may be that people do not know what their needs are before taking the first steps back into learning.

McGivney (1999b) states that specific information on education and training opportunities for non-traditional returners is lacking. Non-learner respondents in the National Adult Literary Survey (NALS) 2002 study (over 1600 non learners) cited lack of knowledge about local learning opportunities as a barrier to learning (Fitzgerald et al, 2002). Those who were not involved in training schemes knew little about training opportunities available, and felt it difficult to judge the quality and appropriateness of that which they did not know about (Firzgerald et al 2003; McGivney 1999a). However, as it has been pointed out, information is not enough, people need to know how to use the information, and to be guided through the possibilities open to them (McGivney, 1999a).

2.3.1 Non-participant groups: what do they need and what do they get?

As for all learners, the first and primary need is to know about the learning which is available. The key needs of information in relation to learning opportunities for adults who are thinking of taking the first steps back into learning include the locality of provision, that this is accessible and near in both a physical sense, and cultural sense in that there will be "people like them" involved. Non-participants can be put off because they do not know what to expect, so information on what actually happens in class would be useful for them (Scottish Executive, 2001; Gallacher et al, 2000). It may be that this is of more importance than the actual course content itself (McGivney, 2000a; Gallacher et al, 2000). However, we show in the following section such groups are less likely to use conventional sources to find out what is available. Such groups are, for example, less likely to search out and use college prospectuses (Gallacher et al, 2000; Bond and Merrill, 1999).

A dult learners

It should be noted that, in relation to adult returners, there may not be a single decision to return to learning, or one clear transition period, such as moving from school to some form of post compulsory education or training. Rather it may be a combination of factors at play, in which IAG is only one of the relevant factors (Gallacher et al, 2000). In addition for adult learners, engagement in learning may not be a linear pathway, but rather a learning career which may start, fracture, then start again (Gallacher et al, 2000). Research which explored non-traditional adult learners' pathways back into learning in further education, often in community based further education, showed that, for example, a critical incident such as divorce or bereavement in someone's life can be the catalyst or trigger factor for them to notice information perhaps in a local paper which they previously would have ignored (Merrill, 1999a; Gallacher et al, 2000).

Knowledge of learning opportunities is therefore clearly important. However, this has been shown to be related to social class differences. In Munn and MacDonald's study of adults almost a quarter of social class D did not know what is available in the local area (Munn and MacDonald, 1988). Research which has explored the perceptions of learners and non-learners living in areas of social deprivation in Scotland highlights that information about the relevance of particular learning organisations to the adult learners is often lacking or it not reaching them (Gallacher et al, 2000).

Information and advice about learning opportunities for adults needs to be competent, independent and locally relevant (Sargant, 2000; Gallacher et al 2000; Bond and Merrill, 2000). This is supported by other research in the FE sector, undertaken by Meagher and Robson (1998), which explored the views of over 100 respondents, and which reports that non-participants had significant difficulties getting hold of information on further education and training opportunities that was accurate and relevant.

In relation to pre exit advice and guidance for adult learners, McGivney (2000a) draws on research and argues that there has to be an "exit or continuation strategy" when finishing an adult education course. Adults need to be offered advice on what they could do next. It is suggested that this could be done through incorporating guidance at a later stage of the programme, and helping learners to compile a portfolio that they can use to access future opportunities, along with supplying a list of names and addresses and contacts of other providers. In this vein it is interesting to note, however, that Bowman et al (2000) report that adults living in an area of social disadvantage, some who were doing courses, were not sure what accreditation they were working towards and what progression might be available.

Adults who are homeless or potentially homeless

A particular group of non-traditional adults on which there is limited research, but which does point to the need for improved IAG services, is that of adults who are homeless (Cameron et al, 2003; Clayton and McGill, 2000). Clayton and McGill (2000) report that homeless people can lack trust in the authorities which can include guidance services, but that those who wanted to seek help did not know where to start.

Homeless learners need to be aware of what they are doing, what it is for, and what they can achieve by doing it. To progress, they may need help accessing information on further opportunities (Cameron et al, 2003).

Older people

Carlton and Soulsby (1999) have elicited the views of older learners in relation to IAG needs. This research showed that information about learning opportunities for this group should include time of classes (often day time is preferred and when able to use bus pass), and the locality and accessibility of provision. In addition, publicity material giving information needs to show relevance to older people, for example, through photographs or case studies, with fee arrangements and programmes specifically for older people highlighted. Older people who have particular difficulties such as visual or hearing impairment often do not know if help will be available.

One recent and useful study is that published by the DfES (2003b). This research included focus groups with 142 older people who had contact with IAG services or learning providers. Older people in this study are those defined as 45 and over, as this is the age at which opportunities for learning and employment can become limited. Many of this group report finding it difficult to find support agencies with staff with the expertise and experience to help them, in terms of being able to empathise and provide the sort of practical help they need. They also prefer to see a mixed age staff, and for older staff to be available. It is interesting to note that, as with other adult groups, guidance is not a word many use. From this study, a list of things that adults wanted from IAG emerged from the focus groups:

People with a disability

Research shows that there are particular IAG needs for people who have disabilities (DfES, 2003a; Hall and Tinklin, 1998) The DfES study refers to the finding of research by MORI which shows that people with a disability are a group for whom access to IAG is the most difficult and who express most dissatisfaction with IAG received.

Hall and Tinklin (1998) undertook small-scale research in Scotland on the experiences of students with disabilities in HE.

Minority ethnic groups

There is limited research undertaken which has attempted to elicit the views on IAG for minority ethnic groups. Ball et al (2002), based on the views of 65 minority ethnic students, pointed out that in relation to choice of HE institution, ethnicity alone did not explain the choice processes of this group, hence generalisations about all minority ethnic groups cannot be made. However having information about the ethnic mix of the institution was taken into account by over a third of students in this study when making choices about which institution to attend. Overall they found that for most ethnicity was not the most important factor in HE choice, but it was significant for some.

Evidence from this study shows that some young people, particularly those who have no family experience of participation in HE, lacked information about different kinds of HE and the different statuses of HE institutions. They also lacked information about what HE study will be like. Choices of HE institution were often on the basis of very little information, and much of this was 'cold' information, such as guides, prospectuses, websites, and league table position. This group rarely visit institutions in the decision making process. The importance of family and community relationships for many can lead to local choices. For other minority ethnic young people who have parents, relatives or friends who have gone to university these networks were used in choice of institutions. Here, parents may be directly involved in making the decision, and may visit institutions or give feedback on the UCAS application form.

Refugees

For this group knowing what services are available is a big difficulty. Many will come from countries that do not have vocational guidance systems, and so may be even less aware of this service. The findings from one study showed that refugees and asylum seekers were dissatisfied with the Employment Service because they were told they were not eligible for its services by staff or because it did not meet their needs. Language can also be an issue in guidance services for this group (Clayton and McGill, 2000).

Disaffected young people

Young people who have not done particularly well at school, or who become disaffected with school, often have a lack of knowledge and information about what else was open to them. Information lacking here includes information about access to opportunities, routes into learning, childcare availability, and financial support for learning (Gallacher et al, 2000).

Stone et al (2000) carried out research with 50 young people in England who not in education, employment or training. These young people got most formal advice on training and work from job centres and careers advisors. They were not satisfied with the amount of advice they had been given on getting a job; and some were unhappy with the attitudes of staff, who were seen as unhelpful or hostile. They felt that if centres for young people were to be set up, services that should be included would be jobs advice, careers advice, and information on colleges and courses. There was the suggestion from respondents that people "like them" should go into schools to talk about their experiences so that pupils would understand the importance of education.

A particular group of young people who have shown to have IAG needs, and who have been highlighted in the recent Scottish Executive Lifelong Learning Strategy document, is that of young people leaving care (Scottish Executive, 2003). Often such young people do not know what learning routes are open to them (Allen, 2003).

2.3.2 Funding issues

There is s a body of evidence which shows that information about the financial costs and benefits of participation in learning is very important for non traditional learner groups. Qualitative research undertaken with 193 adults in Scotland, 84 of whom were literacy and numeracy learners, 80 in other adult education settings, and 29 not participating in any form of adult education, highlighted that among such groups there is often a lack of understanding about costs in relation to learning (Scottish Executive, 2001) including fees and accreditation costs, and the costs of learning materials/equipment and childcare (Watters and Quilter, 2003).

A study of adults aged 16-62 in England who were not participating in further education or training found that there was a lack of understanding amongst this group of the costs involved and funding that would be available, the impact on benefits, and they had had significant problems getting hold of this information (Meagher and Robson, 1998). For particular groups such as unemployed men (McGivney 1999c) and young people leaving care (Allen, 2003), advice on the effects of participation on benefits is particularly important.

Regarding the financial implications of participation in FE, a study by the Progressive Partnership (2003) found that amongst a mixed occupational group of adults that whilst there was some awareness of student loans, bursaries and company sponsorship, there was little awareness of other funding opportunities, including Fee Waivers. Respondents felt they lacked knowledge on the exact costs of courses (Progressive Partnership, 2003). Conversely, knowing that participating in an ESF funded course would be financially beneficial for young people had been a major factor in attracting disaffected young men into an FE college (Gallacher et al, 2000).

« Previous | Contents | Next »