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

SECTION FOUR: THE IMPACTS OF INFORMATION, ADVICE AND GUIDANCE ON LEARNERS AND POTENTIAL LEARNERS

4.1 The general impact of IAG

This section gives an overview of what research can tell us about the impact that access to IAG, or the lack of appropriate IAG, has on learners.

Research highlights the impact that relevant and targeted IAG can have. For example, some of the main outcomes of mtl's (2003) survey were as follows.

However we also have shown in Section 2, lack of knowledge of educational opportunities is often cited by researchers as a major barrier to adult participation in learning. This is reflected in the NALS 2002 study where it is reported that 27% of non-learner respondents cited lack of knowledge about local learning opportunities as a barrier to learning (Fitzgerald et al, 2002). Munn and MacDonald have highlighted class differences apparent in knowledge of educational opportunities, with almost a quarter of social class D not knowing what is available in local area (Munn and MacDonald, 1988). In addition it has been shown through focus group research that younger people might be put off learning if they receive bad advice and information about learning opportunities (KMPG, 2003).

4.2 Participants in learning

Young people

Research undertaken by HMIE (2002) illustrates the impact that a lack of good IAG can have on young people studying at college. They did not always get the information and advice they needed after they left school, and they did not always get the same support at college as they had at school. This could contribute to drop out from courses. Similarly other studies have shown that for young people, being placed on inappropriate courses through lack of good transitional guidance, or lack of good guidance at college, can lead to higher rates of drop out (Sadler, 2002; Martinez, 2001).

Research has also shown the positive impact that good IAG can have on the learning pathways of young people. Joyce et al (2003) undertook research on young people's view on the Connexions service in England. Education, employment and training issues had been discussed with Personal Advisers. They felt they had received a large amount of information and personal support from them. They felt that decisions and choices had been influenced through increased awareness; they had been enabled to take on a new activity or course of action. Morris et al (2002) carried out research on learner support arrangements for 16-19 year olds in England. They found that young people generally thought positively of the support they received, when the support was planned, integrated and targeted.

In respect of young people in transition, research has been conducted on their views of careers, education and guidance (CEG). In the study by SWA (2000) 603 students were tracked for two years after leaving compulsory education in England. Most of those doing A levels or work-based learning, such as employer or government-supported training, felt that CEG had not adequately prepared them for what they were doing now. Most respondents who had finished A levels felt that CEG had not helped with their decision about what to do next.

Other research on the impact of CEG has shown that for some young people, formal CEG has less of an impact than parents and family networks (Payne, 2003). However CEG may have more influence in selecting a course once the decision has been taken to continue in education; and with those choosing vocational courses rather than A levels. Young people tend to find careers advisers more helpful than careers teachers. In this respect there are difference between ethnic groups, with minority ethnic groups seeming to find CEG less helpful than non minority ethnic groups.

Further education

Overall, in relation to the FE sector the findings from research highlights both the importance of IAG, and its potential for improvement (Martinez 2001; Sadler, 2000). The review of research undertaken by Martinez, which included research which focused on both young people and adults at FE colleges, shows that lack of appropriate IAG can lead to drop out. Martinez (2001) overviews research which has explored the perceptions of IAG of students who have withdrawn from college. This shows that these students differ from students who have completed in the following ways.

The research undertaken in Scotland by the Scottish Funding Councils (2003), which has been quoted above, highlighted the importance of IAG for FE students in particular. This relates to receiving adequate help, learning support and guidance with their studies from teaching staff, and to financial issues. It was more important amongst: part-time (49%) rather than full-time (39%); those in their first year (42%) rather than those in later years (37%); those with long-standing illness or a disability (46%) rather than those without (39%). Students in the first year are more likely to think that advice on financial and personal issues (16%) is important than those in later years (10%).

Higher education

The large scale UK-wide study undertaken by Connor et al (2001) has shown that there is a lack of knowledge among those from lower social classes of likely costs of going to HE, and the likely financial outcomes of HE study later on. 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. This shows the impact that a lack of IAG has on the groups who would be targets of the social inclusion agenda. 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.

As with research in the FE sector, IAG is shown to have an impact on drop out in the HE sector. Christie et al (unpublished) undertook a study on reasons for withdrawal from university with students enrolled in 2001-02 in two universities in Scotland. This report highlights that only a third had sought advice from staff in the university before withdrawing, including lecturers, tutors or advisors. The authors suggest that universities may need to better publicise their advice services, or improve their perceived accessibility to students thinking of leaving the university. They suggest that more help may be needed early on in the university career to help students make better choices of programmes. This supports the work of Ozga and Sukhnandan (1998) who link non-completion of HE courses with being inadequately prepared for university life, including in terms of a lack of information and unrealistic expectations.

Learners with disabilities

Hall and Tinklin's research (1998) in Scotland on the experiences of disabled students in HE in Scotland highlighted that information about support for students with disabilities and institution's general approach towards disability impacted onto students' choice of institution. However it was also shown that some students were not aware that they were entitled to additional support from the institution and therefore special needs provision was not a factor in their choice.

Minority ethnic young people

Ball et al's (2002) study of minority ethnic students in London, investigated HE choice. It has shown that some young people from minority ethnic communities lack information about the different kinds of HE, the different statuses of HE, and lack of understanding of what HE study will be like. They rarely visit institutions in the decision making process.

Funding

As we have highlighted in Section 2, Callander's (1999) large scale study of students in FE showed that half of the students studied were unaware of particular sources of financial support and that it was students from social classes D and E, that is those in the greatest need, that had the least information. Overall the findings from this study showed that such a lack of information impacted onto the take up of opportunities for students from lower social classes, and that potentially take up could increase if information on these sources was more widely disseminated within the student body and among potential students.

4.3 Those who generally do not participate in learning

As is shown in Section 2, lack of knowledge of learning opportunities is a major barrier to participation in learning for traditional non-participant groups. For example

Clayton and McGill (2000) comment that those most likely to need vocational guidance are those least likely to receive it; and where it is available those who need it most are least likely to use it. Work by McGiveny has shown that the language used in publicity can be a problem, either because course titles are not specific, or acronyms or jargon are used. Mention of assessment can also be off putting (McGivney, 1999c). The impact of this is that men will not attend classes. In relation to the impact of language, Hawthorn et al (2002) found that the word 'guidance' did not mean much to a range of disadvantaged groups. NICEC (1998a) found that many adults do not find the word 'career' relevant or meaningful so will not find places offering careers advice attractive. They equally found that many do not understand the term 'guidance'. Similarly Clayton and McGill (2000) found that vocational guidance needs to be publicised in a language and style that its target audience will understand without being patronising. Posters used should have pictures, use community languages and give information on other services available such as a free crèche. Overall it is concluded that the way information about courses in FE is communicated to non-traditional learners is a critical factor in persuading such learners to participate. Getting the language, presentation and style right is crucial (Gallacher et al, 2000; Merrill, 1999).

Research undertaken in Scotland which explored the role of FE in helping non-traditional learners take their first steps back into learning, showed the impact that initial contact, and the way a potential student is received, can be a deciding factor as to whether or not someone who is not confident actually makes it through the door, and participates in a course. Evidence in this study shows that the community centres were better at this than the more anonymous main colleges (Gallacher et al, 2000).

In relation to facilitating progression between learning opportunities, McGivney (1999a) found that IAG services with good referral procedures within and between organisations, encouragement from staff, and knowledge of the learning opportunities available can all facilitate progression from informal learning to formal learning. She emphasises the role of 'key' people who inform, advise and encourage informal learners. Often these are not professional guidance workers, but people from 'non-educational organisations and networks'. Examples are health workers or playgroup workers. In this respect the timing of information to facilitate progression needs careful thought. McGivney (1999a) comments on the importance of providing information on further learning opportunitiesto those who have participated in informal learning, while they are likely to be enthusiastic about continuing to learn.

Other work undertaken by McGivney (1999b) states that studies have shown there to be little advice available to women wishing to return to work, with no obvious routes for them to follow. The same study found that IAG on educational opportunities provided by project workers contacting community groups, and visiting them at their request, was found to be an effective way of encouraging women into learning.

Older learners

DfES (2003a) refers to the finding of research by MORI that the over 45s are a group for whom access to IAG is the most difficult and who express most dissatisfaction with IAG received. Carlton and Soulsby (1999) state that a lack of appropriate and accessible advice or guidance is a barrier to learning for this group. DfES (2003b) reports that for this group, services which are integrated, comprehensive, and which are personalised, have been found helpful. IAG services need to be targeted, according to participants.

People with disabilities

DfES (2003,a) also comments on the difficulties that people with disabilities in accessing IAG, and their dissatisfaction with the IAG received. McGivney (1999a), with reference to people recovering from a mental illness, comments on the need to only encourage progression in learning when individuals are perceived to be ready for this; and not to refer them too soon as this can either scare people, or put them at risk of failure. Developing learning options that are familiar or non-threatening has been found to help people develop further learning interests.

Disaffected young people

Research undertaken in a Scottish context which explored the role of the FE sector in relation to lifelong learning and social inclusion showed that that many young people living in areas of deprivation, hold the views that college is 'not for the likes of them'. (Gallacher et al, 2000). This had been a major barrier in them attending college. They also commented that that none of their 'pals' went to college, and they would not want to go somewhere where they did not know anyone. Conversely the presence of "mates" who were already there, or going with them, acted as a strong incentive to attend (Gallacher et al, 2000). This shows the impact of a lack of information about the potential role of college. Again lack of information is shown to be a barrier for young job-seekers at a local development company in Glasgow. It was reported that they did not feel that they had been helped to find employment or education before, despite having been registered with the Employment Service (Clayton and McGill (2000).

NICEC (1998b) in a briefing on career guidance for disengaged young people comment that young people react positively to personalised 'client-centred concern and caring' and willingness to go beyond doing the minimum in mentors, and where they perceive this they are helped to move away from a sense of disengagement. If they do not perceive these qualities in a career mentor, they will not be helped in this way. Feedback from young people suggests that local initiatives which actively involve them- such as group work, residential experience, youth awards, work experience, taster sessions with learning providers or 'gateway' courses in FE - can be effective in overcoming disengagement. The researchers also comment that many such young people will not be able to act on career guidance before other personal difficulties are overcome, and they have achieved a level of personal security.

Minority ethnic young people

McGivney (1999c) comments that many minority ethnic young men do not have the information and support structures for them to access opportunities and financial help. As such, they may be unwilling to take part in training if they have had a bad experience of training before or are concerned that they will face racial discrimination.

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