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CHAPTER TEN: ECONOMIC AND HOME LIVES
Changes in the Lives of the Learners
10.1 In this section of the interview, learners were asked about the changes that had come about as a result of their attending their learning programme. The areas covered were:
- personal life (how engaging in learning had affected the way learners felt about themselves)
- family life (changes in relationships and/or activities with family members);
- work life (getting a job or dealing with changes at work)
- public life (taking a greater interest in social involvement)
- education (going on to do more learning or having expectations raised about what is possible)
10.2 Learners were then asked to recount any differences their programmes had made to these aspects of their lives and to say in which areas they had experienced the greatest impact. As can be seen from table 10.1 below, learners were most likely to identify personal life as being the aspect of their lives where they had experienced the greatest difference.
Table 10.1: Where the greatest difference has occurred
Area of learners life | Percentage |
|---|
Personal | 51 |
|---|
Education | 25 |
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Work | 17 |
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Family | 7 |
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Total | 100 |
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| N=311 |
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10.3 Responses from learners in FE and non- FE settings were compared to see if there were any differences. Chart 10.1 shows that education was the area of most difference in FE settings whilst personal change was the area of most importance in non- FE settings. These differences were significant at the 1% level. This finding may reflect the greater likelihood of learners studying in FE settings to be undertaking integrated courses as part of a vocational qualification.
Chart 10.1: Where the greatest difference occurred - A comparison between FE/non- FE
10.4 The responses were also compared by gender and this time women differed from men in being more likely to suggest that personal life was the area of greatest difference and less likely to see work as making a significant difference. These differences were significant at the 5% level. The results are shown in chart 10.2. This finding reflects the general gender divisions in society with men more likely to see work as of greater importance than family (see EOC, 2005).
Chart 10.2: Where the greatest difference occurred - A comparison by gender
10.5 The final comparison was in relation to the learners' work status and as can be seen from table 10.2, people who were registered employed and those that were not employed were more likely to see personal life as the area that has made the greatest difference. Unsurprisingly those that were in full time work were most likely to see work as making the greatest difference.
Table 10.2: Where the greatest difference has occurred. A comparison by work status
| Frequency |
|---|
Full-time work | Part-time work | Registered unemployed | Not employed |
|---|
Personal | 22 | 28 | 32 | 32 |
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Family | 1 | 1 | 5 | 7 |
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Work | 22 | 11 | 3 | 5 |
|---|
Education | 8 | 8 | 15 | 23 |
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Total | 53 | 48 | 55 | 67 |
|---|
| N=223 |
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10.6 Details of the differences reported, and a comparison between the responses in the first and second interviews, is provided below. It is important to remember that the comparisons are made between anticipated changes in the first interview and actual changes in the second interview. Learners might have been overly optimistic in the first interview about what might happen and in some cases learners were actually reporting concrete changes in the first interview. The data suggests that there is a statistical association between people's expectations of change and the actuality of this. Further it suggests that people's lives are changing (even when they don't expect it to).
10.7 Personal life. Has it affected how you feel about yourself, more confident, more able to tackle things?
- Out of 378 learners who answered this question in both rounds of interview the vast majority, 355 (94%), expected to see either 'some difference' or 'a great difference' in their personal lives. Twelve (3%) expected 'no change' and 11 (3%) reported 'little chance of change'.
- Two hundred and six learners expected their involvement in ALN to make a 'great difference' to their personal lives. Two thirds (136) of these learners reported that the course had actually made a 'great difference' to their personal lives while a further 59 (29%) reported that it had made 'some difference'. Thus 95% of those who expected a 'great difference' in their personal lives had actually witnessed some change. Moreover, of the 149 learners who expected 'some difference' in their personal lives, 119 (80%) reported such a change had taken place by the second round of interviews.
- Of the 12 learners who expected 'no change' in their personal lives in the first interview, 5 reported 'some difference' and 2 indicated a 'great difference' by the second interview. The remaining 5 (the minority) said that 'no change' had taken place in their personal lives over the period between the 2 interviews.
10.8 Family life. Made a difference to how you act, helped with children etc?
- Out of 364 learners who answered this question in both rounds of interview the majority, 254 (70%), expected to see either 'some difference' or 'a great difference' in their family lives. Eighty-seven (24%) expected 'no change' and 23 (6%) reported 'little chance of change'.
- One hundred and forty-one learners expected their involvement in ALN to make a 'great difference' to their family lives. Forty per cent of these learners reported that the course had actually made such a difference to their family lives while a further 52 (37%) reported that it had made 'some difference'. Just over three-quarters (77%) of those who expected a 'great difference' in their family lives had witnessed at least some change. Moreover, of the 113 learners who expected 'some difference' to their family lives just over half (53%) reported that such changes had taken place by the second round of interviews. However, 39% of those who expected 'some difference' in their family lives reported no change by the second interview.
- Of the 87 learners who expected 'no change' in their family lives, the majority (63%) reported 'no change' had taken place. Of the remainder, almost a third (32%) indicated that either 'some' or a 'great' difference had taken place in their family lives as a result of their participation in ALN. The remaining five said there was little chance of change.
- Interestingly, of the 23 learners who reported 'little chance of change' in their family lives at the first interview, almost half (11) reported either 'some difference' or a 'great difference' by the second interview.
10.9 Wider world. Taking a greater interest in local community affairs, politics, voluntary work etc?
- Out of 356 learners who answered this question in both rounds of interview the majority, 191 (53%), expected to see either 'some difference' or 'a great difference' in their public lives. One hundred and fourteen (32%) expected 'no change' and 51 (14%) reported 'little chance of change'.
- Seventy-four learners thought that their involvement in ALN would make a 'great difference' to their public lives. Forty-one per cent (41%) of these learners reported that the course had actually made a 'great difference' to their public lives while a further 24 (32%) reported that it had made 'some difference'. Almost three-quarters (73%) of those who expected a 'great difference' in their public lives had witnessed at least some change. Moreover, of the 117 learners who expected 'some difference', 60% reported such changes taking place by the second round of interviews. However, 32% of those who expected 'some difference' in their public lives reported no change at the second interview.
- Looking at the 114 learners who predicted 'no change' in their public lives, almost half (49%) reported 'no change' having taken place. Of the remainder, more than a third (35%) indicated either that 'some difference' or a 'great difference' had taken place. The remaining 18 (16%) said there was little chance of change.
- Of the 51 learners who reported 'little chance of change' in their public lives at the first interview, 22 (43%) reported either 'some difference' or a 'great difference' by the second interview.
10.10 Work. Helped in getting a job, changing job, getting promotion, coping with new technology?
- Out of 333 learners who answered this question in both rounds of interview the majority, 267 (80%), expected to see either 'some difference' or 'a great difference' in their working lives. Fifty-one (15%) expected 'no change' and 15 (5%) reported 'little chance of change'.
- One hundred and seventy learners expected their involvement in ALN to make a 'great difference' to their working lives. Forty-five per cent of these learners reported that the course had actually made such a difference to their working lives, while a further 58 (34%) reported that it had made 'some difference'. Thus, almost 8 out of 10 (79%) of those who expected a 'great difference' in their work lives had witnessed at least some change. Further, of the 97 learners who expected 'some difference', 55% reported that some changes had taken place by the second round of interviews. However, 36% of those who expected 'some difference' in their working lives reported no change by the second interview.
- Looking at the 51 learners who expected 'no change' in their working situation, 30 (59%) reported 'no change' having taken place. Of the remainder, 14 (27%) indicated that at least some change had taken place in their working lives. The remaining 7 (14%) said there was little chance of change.
- Of the 15 learners who reported 'little chance of change' in their work lives at the first interview, a majority, 8, indicated that either 'some difference' or a 'great difference' had taken place by the second interview.
10.11 Education. Helped to go on to more, raised expectations.
- Out of 305 learners who answered this question in both rounds of interview the majority, 256 (84%), expected to see either 'some difference' or 'a great difference' in their education lives. Thirty-two (10%) expected 'no change' and 17 (6%) reported 'little chance of change'.
- One hundred and forty-six learners expected their involvement in ALN to make a 'great difference' to their future involvement in education. A majority, 77 (53%), of these learners reported that the course had actually made a 'great difference' to their education lives while a further 48 (33%) reported that it had made 'some difference'. Thus, 86% of those who expected a 'great difference' in their educational potential had witnessed at least some change. Further, of the 110 learners who expected 'some difference', 70% reported that such changes had taken place by the second round of interviews. Seventeen per cent of those who expected 'some difference' in their educational lives reported no change by the second interview.
- Looking at the 32 learners who expected 'no change' in their education situation, a majority (18) indicated that some developments had taken place. Thirteen still reported 'no change'.
- Of the 17 learners who reported 'little chance of change' in their educational lives at the first interview, a majority of 12 indicated that either 'some difference' or a 'great difference' had taken place by the second interview.
10.12 This section has reported on changes anticipated and gained as learners have progressed through their learning episodes. It has quantified where the greatest differences in learners' lives have occurred since they embarked on their learning and the percentage of those who had anticipated and experienced change in each area of their life, whether they had predicted it or not. A summary of their predictions and experiences is provided below in table 10.3. It shows those who anticipated change in each area, those who had experienced change regardless of their predictions, and the percentage of those who had unexpectedly found change, i.e. had not anticipated it in the first round of interviews. The percentages relate to the numbers who responded to the question.
Table 10.3: A summary of predictions and experiences
| % |
|---|
Anticipated Change | Experienced Change | Found, but did not anticipate change |
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Personal Life | 94 | 83 | 2 |
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Family Life | 70 | 51 | 8 |
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Wider World | 53 | 46 | 11 |
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Work | 80 | 60 | 4 |
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Education | 84 | 72 | 6 |
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10.13 The following complementary section reports on the responses of the qualitative sample of 200 learners' to these changes, and both sets of data will be discussed together in its summary.
Individual Changes in Lives
10.14 This section reports on the open section of the interview schedule, which asked the respondents to talk about the individual changes in their lives as a result of their engaging in ALN. This qualitative data was analysed from 200 of the respondents to give a more detailed account of the changes that had taken place. Cases were selected using a stratified random procedure to ensure that the sample included learners from all partnerships involved in the research. Not surprisingly, given 50% of the total sample was included in the qualitative analysis, the demographic profile of the qualitative sample closely matched that of the total sample. All the percentages reported below are based on the whole qualitative sample.
Changes in Personal Life
10.15 In relation to this aspect of their lives, learners reported that increased self-confidence acts as a key to opening up a wide range of other changes. Confidence and self-esteem are quite generalised concepts, so the responses were analysed to identify 'confidence in what', i.e. how the respondents anticipated that their increased confidence would affect various aspects of their personal lives. The responses clustered into three broad groupings that were psychologically related, skills related and activity related.
10.16 The psychological differences that learners spoke of included increased self esteem, a growing sense of their potential, ability and achievements, more independence, being happier as a person, being more able to voice their own opinions, openly talking about their ALN difficulties, improved health and an enhanced awareness and understanding of aspects of the world around them. The number of learners citing enhanced self-esteem and belief in their own abilities rose from 19% to 30% (38 to 46). For example:
- I believe in myself now that I can achieve things.
- I'm not 'crabbit' anymore because … I'm not avoiding problems any more. I'm tackling them head on.'
- I can get out of bed, take more care of myself and get a haircut.
- It's boosted my confidence because I don't feel as thick as I did before.
- I am now confident about sharing the fact that I had this problem and am seeking help.
10.17 The confidence to do things related to skills, some of which were specific ALN skills and others that had developed as a consequence of participants' enhanced ALN skills. One of the most evident differences in the learners between the two rounds of interviews was a sense of their achievement in learning. Thirty-two percent in the first interview referred to themselves as beginning to achieve things, however 48% in the second interview talked of their pride in their learning achievements . For example:
- I'm more confident in speaking to others so I'm not scared to go to interviews now.
- It has helped me to use the computer and I need it for work. I can also interact with friends better because of the computer, because I know what they're talking about.
- I can tackle things like reading newspapers and books.'
- I will now fill in forms which before I would have left to my husband.
- I'm more confident particularly in shopping because I can work out percentage reductions.
10.18 The third cluster of confidence indicators relates to a range of activities in facets of learners' lives that they are now able to participate in, or can do so with more confidence. Thirty-one percent of the learners (an increase in 11% from the first interview) talked of things they now do because of their enhanced literacies skills. For example:
- I can help myself. I don't need to depend on others and have changed my mind to be very hopeful and helpful.
- I'm more confident approaching strangers for information'.
- It's much easier to live, and I feel safer.
- If a conflict came up, I used to cry, but now I don't. At work I managed to say I didn't do something I was falsely accused of doing, and can stand up for myself.
- I don't need an interpreter when I go to the hospital.
10.19 Twelve percent (up 3%) said that they socialised more than previously, and were more comfortable doing so. They talked about meeting new friends, going out with their friends more, starting new leisure activities and not being afraid of meeting new people.
Changes in Family Life
10.20 The highest number of responses related to changes in the nature of familial relationships. These included relationships between parents and children (37% in both interviews), general relationships amongst family members (35% and 38% respectively) between partners (9% interview 1, 6% interview 2) grandparents and their grandchildren (6% interview 1, 3% interview 2) and other relatives (6% interview 1, 8% interview 2). Although there was little quantitative difference in the volume of responses, there was a noticeable shift in emphasis in the comments. On the whole, learners in interview 2 were less tentative about changes in their families, and more specific about the precise nature of these changes. For example:
- There's no more fighting with my daughter when it's homework time because I can help her with it, which I couldn't do in the past.
- I'm helping the children with their homework, reading 'Harry Potter' to my son and helping my daughter who has learning difficulties.
- I'm a bit more patient with my Dad when we go out. I learned from seeing the patience of the tutors.
- It saves my wife doing everything all the time and I don't want to have to rely on her.
10.21 The responses to both rounds of interviews in this section show the considerable impact that ALN learning has had on relationships and activities within the family, and though the percentage responses in all aspects of familial change were not always greater in interview 2, cumulatively they represent a numerical increase in learners observing positive differences in this area of life. The greatest changes related to improved relationships, primarily between parents and children, with the main focus here being in parents' enhanced confidence and skills in supporting their children's education and helping with their homework. This in turn gave them more in common to do together and to talk about, thus engendering an all round better relationship between the two.
Changes in Work Life
10.22 Learners were positive about the likelihood of their ALN involvement to improve their employment situation in both interviews. In the second interview 102 learners (51%) made additional comments regarding their working lives. Twenty-nine of those (28%) suggested that their job prospects had improved, 27 said their confidence had improved, 7 others mentioned that their 'pool' of potential jobs had widened and 2 learners suggested that their promotion prospects had improved. While the proportion of respondents who 'perceived' their job prospects to have improved had dropped from the first interview (first interview 55%, second interview 28%), there were encouraging changes in the 'actual' working lives of many of the learners which would, at least in part, explain this decrease. Moreover, it was clear from their comments that they regarded their ALN involvement as an important factor in this. Many other learners remained confident about their future employment prospects. For example:
- I am now working with a team of gardeners as a direct result of the college [ FE course].
- I have moved on to 2 more part-time jobs, helped by having more confidence.
- I am recently promoted, would not have been possible before, I would not even have thought of trying for it.
- I have more responsibility at work - it [ ALN] has made work easier.
- I am more confident using the written work, write a lot more, which is required at work.
- I am more confident about filling in applications… my brother used to do it for me.
10.23 Moreover the proportion of those reporting an increase in their confidence had risen from 13% in the first interview to 26% in the second. Eight learners reported securing new employment between the first and second interviews, 2 others said that they had been promoted and another 2 indicated that they had been given more responsibility in their job. One noted that he had applied for promotion.
Changes in education life
10.24 One hundred and thirty-two learners (66%) from the first round of interviews spoke about the impact of ALN involvement on their educational aspirations. At this stage, the overwhelming majority of informants were keen to continue with some form of education on completion of their ALN course. Many of these learners indicated that the additional self-confidence gained in their ALN course had encouraged them to consider further study. One hundred and forty-six learners (73%) commented on their education plans or progress at the second round of interviews, 71 of these still indicated a willingness to engage in future study. For example:
- At some point in the future [I] will do something but not sure yet what.
- I'm much more positive about doing further courses.
- I intend to go back and finish the classroom assistant course.
- Would also like to learn basic accountancy skills to help with the Café project.
10.25 Learners have gone on to study a wide range of topics at various levels including computing/ IT, communications, social and health care and gardening. Fourteen interviewees said that they had no plans for further study. Of these, four reported that 'personal circumstances' (employment, illness, or family commitments) prevented them from carrying on with education. Two learners suggested that their ALN experiences had been less positive and they were unlikely to continue in education. What does come across strongly from the learners who commented was the importance of ALN in building their confidence and providing them with positive educational experiences that encouraged them to undertake further study.
Changes in Public lives
10.26 Ninety-one learners (46%) commented on the impact of their involvement in ALN on their public lives during their second interview compared with 89 learners (45%) in the first. Seventy-four of these interviewees indicated that their involvement would result in changes to their public lives. As in the first round of interviews, many interviewees suggested that changes in their public lives had already taken place. Many of these replies were clearly related to an increase in self-confidence. For example:
- I am more confident socially and able to attend local gyms.
- I am a Union representative at work, and doing this course has helped in this area. People at work now come to [me] for advice with problems with staff.
- Walking outside, mixing more with the general public and going into a shop on my own.
- I am involved in voluntary work in the school, confidence from the course helped with making this move.
10.27 Nineteen learners indicated that they were prevented from increasing their public lives due to other commitments (including their studies). In a number of cases learners have begun to increase their public profile and develop new areas of involvement as a direct result of their ALN involvement.
10.28 A case study is provided below in order to show the impact of the multiple outcomes of successful engagement with ALN for one learner (Box 10.1).
Box 10.1 Changes in multiple aspects of one life
10.29 J is employed with the local Fire Brigade as an Assistant Storeman. Over the years he has struggled with his reading and writing. Reading the Stock Register was an absolute nightmare for him and added to this was an ongoing health problem that required him to complete a prescription form on a regular basis. What should have been a straightforward experience turned out to be very embarrassing and distressing for him when he handed the form over at the pharmacy. Each time he was asked to fill in certain details on the form and each time he would struggle to write in the information required. Shopping was also a challenge. When he first spoke about his learning needs he recalled a visit to the local Argos store. A particular sweatshirt caught his attention in the catalogue so he decided to buy it. However, it would take him nearly two hours to complete the order form! At one point one of the store assistants began to think he was acting suspiciously and challenged him about his presence. When asked if he needed help he gladly accepted it and purchased his sweatshirt. 10.30 J had great reservations about coming forward to get help with his literacy and numeracy. Through sensitive encouragement from a staff member of a service he frequented, he eventually decided to give it a go and an initial meeting was set up with the Tutor. At first, he was unsure about learning within a group. He seemed to think that he would be seen to be the learner with the most needs. Little did he know at that time he would turn out to be a star! 10.31 The first priority was to boost his confidence in completing the prescription form. After a short time this problem was solved and he now completes the form before he hands it over. He felt great about this achievement and this would set the scene for the next objective which was to complete an Argos form and not take two hours to complete it! An Argos catalogue was used along with correct order forms. The tutor first of all selected a single item and showed him how to complete it properly. Again he achieved success and the fact he was now able to complete Argos forms by himself was another string to his learning bow! Any fears he had previously about learning within a group seemed to disappear. 10.32 The next learning objective focussed on his working environment. John had never felt confident at reading the Staff Notice Board so he never looked at it. He recalled an embarrassing moment when he was handed an official document and asked for comments there and then. After a long silence he replied ' I would like to give you my views but I can not read it so I don't know what it means'. Another example relates to the Stock Register he used at work. He could not figure out what the words meant on the various products kept within the store area. Somehow he had worked out a system which enabled him to basically survive the task of being asked to collect products from the store. If requested to bring containers of Hand Wash he would recognise the containers by their size not by their words. To address this, a photocopy was taken of the Stock Register along with a completed sample order form and these would be used on an ongoing basis to help him read and identify with the words. This proved to be a real challenge and several learning methods were used to achieve success, but he did eventually achieve it. 10.33 J has suffered several set backs in his life and like a lot of people he had bad memories of his school days, but he is the first to admit that his experiences as an Adult Learner have greatly improved his quality of life. He can now go shopping with greater confidence and go to work knowing that the stock register is a learning experience for him as opposed to being a learning nightmare! He now walks up the Staff Notice Board and feels just like everyone else as he now can make out what the various flyers and pieces of paper mean. 10.34 When setting out his future learning goals and reviewing the course learning, J said to his Tutor, 'I have enjoyed the course as it has helped me to understand and read difficult words on the stock register at work. Learning with the group has also helped me to help myself with my reading and writing. No longer do I feel scared to complete forms. The whole learning experience has been great fun.' 10.35 As a post script to this, when meeting with him to carry out our research interview, he explained to me the embarrassment faced in his local pub when confronted with scoring in a darts match, a task he could not complete and as a consequence withdrew from his involvement even though he was one of the better players. This has now changed and he can confidently participate in this and other things that he had previously been excluded from, including voting, reading notices in his pub, or in newspapers, all of which help his participation in the wider society. |
Summary
10.36 There is evidence of a marked increase in the confidence and self-esteem of the learners between the first and second round of interviews. In our society there is a dominant discourse that regards people who are not literate or numerate as deficit individuals and learners' internalise this. When they participate in ALN provision and find that they can learn then this changes their perceptions of themselves too. As well as these psychological changes, learners have become more able to learn new skills, undertake more activities and interact more with other people as a result of their tuition. This, in itself, gives them more confidence in tackling other aspects of their lives. A good many had used this newly found sense of self to open doors into other worlds and activities that they would not previously have contemplated, and had grown further in the process. There were a number of positive differences that engaging in ALN learning had made for people in their family, work, public and education lives. Participation in ALN had a positive impact not only on learners' self-image but also on parents' involvement in their children's education and on learners' perceptions of their employment prospects and earnings. This research indicates that learners' growth in self-confidence leads them to seek better jobs or gain wage increases and that self-confidence is more important than qualifications in learners' own perceptions.
10.37 Confidence, self-esteem, close family relationships and social and civic engagement each comprise elements of social capital, and, as Field (2005) observes, they affect and are affected by learning. The evidence from this section suggests that the 'virtuous circle' of social capital is operating and affecting those who have engaged in learning. It indicates that increased confidence and self-esteem are impacting on familial, social and work relationships, which in turn add to the sum of learners' social capital, though, as noted in Chapter 8, the precise nature of the causal relationships between them cannot be easily or precisely determined.
10.38 The quantitative section of this chapter shows what learners' hopes, or goals were on entering learning as well as the relationships between predicted and actual change in the five areas of their lives. It indicates that the greatest discrepancy between aspirations and actuality lies in relation to employment, notwithstanding the fact that 7% fewer were unemployed and 28% reported improved job prospects between rounds. Other research (see, for example, Glasgow CLSP, 2005) suggests that as adults become more engaged in learning, their expectations of its effects shift from the naively optimistic to the realistic, particularly in relation to enhanced employment prospects. Despite this, 60% noted employment related changes after their ALN learning.
10.39 The data also shows the extent of the unanticipated benefits of learning. It indicates that where predicted change was lowest, i.e. engagement in the community, unexpected gains were proportionately highest. Learning, as this and other research has evidenced, produces multiple outcomes, some of which are anticipated, and others that are not.
10.40 Merged together, the quantitative and qualitative data provide compelling evidence of the effects that learning has already had on the respondents, many of whom are situated in communities where, ' education is simply not part of [their] value system and behaviour patterns' (McGivney, 2001: 25), as indicated above. This chapter and the case studies also illustrate how traumatic that first step into learning can be for those whom the educational world has deemed to be failures. These learners had braved that step, had engaged in learning and, for the majority, had begun to reap the benefits within a year. The evidence has also shown that the benefits currently extend beyond personal change into multiple areas of learners' lives. The success of Scotland's ALN policy is predicated on such change happening and this research has provided evidence of its genesis. Whether it will be significant and sustained, however, cannot be predicted within the limitations of a two-phased study. This requires longitudinal tracking, and such tracking lies beyond the bounds of the remit of this particular research.
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