Entitlement to Learning Scoping Study

DescriptionThis study reports the findings of a scoping study into learning entitlement. The study focussed on small groups of young care leavers and young people not in education training and employment as well as those who influence them. The research explored stakeholder views of learning entitlement and attitudes towards post compulsory education in order to explore whether a system of learning entitlement would be sufficient to encourage educational re-engagement of the groups concerned.
ISBN0 7559 6130 7
Official Print Publication DateAugust 2006
Website Publication DateAugust 30, 2006

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York Consulting Limited

ISBN 0 7559 6130 7 (Web only publication)
ISSN 0950 2254

This document is also available in pdf format (468k)

CONTENTS

ACKNOWLEDGEMENTS

EXECUTIVE SUMMARY

CHAPTER ONE INTRODUCTION
Background
The Research Project
Structure of the Report

CHAPTER TWO METHOD
Definitions of Cohort Group
Young Care Leavers
Young People Interviews
Interpreting Qualitative Research
Limitations
Anonymity

CHAPTER THREE YOUNG PEOPLE: CHARACTERISTICS AND VIEWS OF POST COMPULSORY EDUCATION
Introduction
Characteristics
Experience of Education
Views of Post Compulsory Education
Summary of Views by Respondent Type

CHAPTER FOUR VIEWS OF THE CURRENT SYSTEM OF FUNDING AND BARRIERS TO PARTICIPATION
Introduction
Funding
Views of Funding
Barriers to Participation
Institutional Factors

CHAPTER FIVE A PROPOSED SYSTEM OF ENTITLEMENT
Introduction
A System of Learning Entitlement
Views of Learning Entitlement
Operational Considerations
Is Entitlement Alone Sufficient to Encourage Educational Re-engagement?

CHAPTER SIX CONCLUSIONS AND IMPLICATIONS
Conclusions
Recommendations/Implications for policy
Summary

The views expressed in this report are those of the researcher and
do not necessarily represent those of the Department or Scottish Ministers.

This report is available on the Scottish Executive Social Research website only
www.scotland.gov.uk/socialresearch.

Page updated: Thursday, June 29, 2006