The Scottish Government

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Rachel Ormston, Fiona Dobbie and Nicky Cleghorn, with Anna Davidson
Scottish Centre for Social Research
Scottish Executive Social Research
2007
The Department of Enterprise, Transport and Lifelong Learning

ISSN 0950 2254
ISBN 978 0 7559 6484 0 (Web only publication)

This document is also available in pdf format (1121k)

CONTENTS

EXECUTIVE SUMMARY
Policy context
The National Adult Learning Survey ( NALS)
Key findings

CHAPTER ONEIntroduction
Types of learning covered by NALS
Key features of NALS 2005
Summary of methodology
Guidance on interpretation of the data

CHAPTER TWOParticipation in adult learning
Participation in different types of learning
Combinations of learning types
Learning in the past year
Substantial learning
Future learning
Conclusion

CHAPTER THREELearning among different groups
Demographic characteristics
Future learning
Conclusion

CHAPTER FOURObstacles and incentives to learning
Obstacles to learning and reasons for not learning
Barriers to learning among different sub-groups
Possible methods of overcoming obstacles
Non-learners attitudes to learning
Subjects people would like to learn about
Subjects non-learners would be interested in finding out more about
Comparing non-learners' and learners' attitudes to learning
Conclusion

CHAPTER FIVETaught Learning
Average number of courses
Subject, qualification and learning provider
Hours of teaching and course length
Funding and support for the course
Use of ICT Taught learning and work
Motivators for doing the course
Course outcomes
Conclusion

CHAPTER SIXSelf-directed learning
Overview of different types of self-directed learning
Main features of self-directed learning
Use of ICT for self-directed learning
Job-related motivations for self-directed learning
Outcomes of self-directed learning
Conclusion

CHAPTER SEVEN Use of Information and Communication Technology ( ICT)
ICT use
Profile of ICT users and non-users
Conclusion

CHAPTER EIGHTInformation, Advice and guidance
Receipt of information, advice and guidance
Sources of information, advice and guidance
Availability of information, advice and guidance
Likelihood of using IAG sources in the next year
Conclusion

CHAPTER NINEAwareness of learning campaigns and other initiatives
Learning campaigns
Savings account for learning
learndirect scotland
Conclusion

CHAPTER TENForeign languages
English as a foreign language
Knowledge of languages other than English
Conclusion

ANNEX A -Participation in learning

ANNEX B - Learning among different groups

ANNEX C - Obstacles to learning and reasons for not learning

ANNEX D - Formal and non-formal education

ANNEX E - Self-directed learning

ANNEX FQualifications used in analysis

ANNEX GBasic skills

LIST OF TABLES
Table 2.1 Participation in different types of learning in last 3 years
Table 2.2 Participation in combination of taught and self-directed learning
Table 2.3 Participation in combination of vocational and non-vocational learning
Table 2.4 Participation in learning over the past year
Table 2.5 Whether likely to do non job-related learning in next three years by type of learning done
Table 2.6 Whether likely to start a course at an FE college at some point in the future by type of learning done in the past 3 years

Table 3.1 Percentages of age groups reporting different types of learning
Table 3.2 Percentages of men and women reporting different types of learning
Table 3.3 Percentages of respondents with and without a disability reporting different types of learning
Table 3.4 Percentages of respondents with and without caring responsibilities reporting different types of learning
Table 3.5 Percentages of respondents leaving continuous full-time education at different ages reporting different types of learning
Table 3.6 Percentages of highest qualification groups reporting different types of learning
Table 3.7 Percentages reporting different types of learning according to highest level of parental education
Table 3.8 Percentages of main current activity groups reporting different types of learning
Table 3.9 Percentages of NS- SEC groups reporting different types of learning
Table 3.10 Percentages of SOC(2000) groups reporting different types of learning
Table 3.11 Percentages of those in different sized organisations reporting different types of learning
Table 3.12 Percentages of household income groups reporting different types of learning
Table 3.13 Percentages of benefit dependency groups reporting different types of learning
Table 3.14 Percentages of respondents in SHS 6-fold urban-rural classification areas reporting different types of learning
Table 3.15 Percentage of respondents in Scottish Index of Multiple Deprivation ( SIMD) quintiles reporting different types of learning
Table 3.16 Percentages of respondents likely to do job-related learning in the future by highest qualification
Table 3.17 Percentages of respondents likely to do non job-related learning in the future by highest qualification

Table 4.1 Obstacles to learning and reasons for not learning by learning status*
Table 4.2 Obstacles to learning and reasons for not learning by sex
Table 4.3 Obstacles to learning and reasons for not learning by age
Table 4.4 Obstacles to learning and reasons for not learning by current qualification
Table 4.5 Percentage of respondents who indicated that childcare was an obstacle to learning saying they would consider learning from home using a computer
Table 4.6 Percentage of respondents saying transport incentives would encourage them to do some learning*
Table 4.7 Percentage of respondents saying payment of tuition fees would encourage them to do some learning
Table 4.8 Percentage of respondents saying funding to help with their health problem or disability would encourage them to do some learning
Table 4.9 Percentage of respondents saying advice on local learning opportunities would encourage them to do some learning
Table 4.10 Percentage of respondents saying they would consider learning from home via the Internet using computer facilities they had at home
Table 4.11 Reason why respondent would not consider learning from home using a computer
Table 4.12 What would encourage non-learners to learn by benefit receipt
Table 4.13 Whether there was a specific course respondent would have liked to study, by learning status
Table 4.14 Subject that respondent would like to have studied
Table 4.15 Qualification sought via the desired course
Table 4.16 Subjects non-learners would be interested in finding out about
Table 4.17 Community activities and services non-learners would be interested in finding out about
Table 4.18 Attitudes to learning (1): the value of qualifications and links with work
Table 4.19 Attitudes to learning (2): orientation to learning
Table 4.20 Attitudes to learning (3): modes of learning
Table 4.21 Attitudes to learning (4): personal disposition
Table 4.22 Attitudes to learning (5): locus of responsibility for learning and cost

Table 5.1 Subject of taught learning
Table 5.2 Course providers*
Table 5.3 Number of hours tuition over the past 12 months
Table 5.4 Number of hours of self-study over the past 12 months
Table 5.5 Length of completed courses
Table 5.6 Whether respondent's employer or prospective employer paid any fees for course
Table 5.7 Whether respondent or respondent's partner/family paid any fees for course
Table 5.8 Employer and respondent contributions to fees
Table 5.9 Amount paid in course fees by respondent or the respondent's family/partner in the past 12 months
Table 5.10 Whether employer/prospective employer paid for books or equipment for the course
Table 5.11 Whether respondent, partner or family paid for books and equipment for the course
Table 5.12 Employer and respondent contributions to costs of books and equipment
Table 5.13 Amount paid by respondent, partner or family on books and equipment for course over past 12 months
Table 5.14 Use of ICT for taught learning*
Table 5.15 Time spent using ICT for taught learning
Table 5.16 Use of other types of technology for learning*
Table 5.17 Whether course was made compulsory*
Table 5.18 Employment-related reasons for starting the course*
Table 5.19 Employment-related reasons for starting the course by current qualification*
Table 5.20 Wider motivators for taught learning*
Table 5.21 Wider motivations for taught learning by current qualification*
Table 5.22 Employment benefits of taught learning*
Table 5.23 Outcomes of changes arising from course
Table 5.24 Employment benefits of taught learning by current qualification*
Table 5.25 Employment benefits of taught learning by course provider*
Table 5.26 Wider benefits of taught learning*
Table 5.27 Wider benefits of taught learning by current qualification*
Table 5.28 Wider benefits of taught learning by course provider*
Table 5.29 Skills developed through taught learning*
Table 5.30 Skills developed through taught learning by current qualification*
Table 5.31 Skills developed through taught learning by course provider*

Table 6.1 Percentage of NS- SEC groups reporting different types of self-directed learning in the past three years
Table 6.2 Percentage of employees in different sized organisations reporting different types of self-directed learning in the past three years
Table 6.3 Subject of self-directed learning to keep up to date with work developments*
Table 6.4 Subject of self-directed learning
Table 6.5 Mode of self-directed learning*
Table 6.6 Use of ICT for self-directed learning*
Table 6.7 Use of computer and/or Internet for self-directed learning
Table 6.8 Whether subject of learning was related to the job they were doing at the time when they started studying
Table 6.9 Whether they started teaching themselves because they thought it would help with a job they were thinking of doing in the future
Table 6.10 Whether they thought it would help with voluntary work they were doing/thinking of doing
Table 6.11 Employment benefits of self-directed learning*
Table 6.12 Wider benefits of self-directed learning*
Table 6.13 Wider benefits of self-directed learning by current qualification*

Table 7.1 Use of computers and the Internet
Table 7.2 Frequency of computer and Internet use

Table 8.1 Whether received IAG about learning in the past 12 months, by learning status
Table 8.2 Whether received IAG about learning in the last 12 months by level of highest qualification held
Table 8.3 Number of IAG sources used by learning status
Table 8.4 Sources of IAG about learning received in the last 12 months by learning status*
Table 8.5 Sources of IAG about learning used in the last 12 months by highest qualification held*
Table 8.6 Search for IAG, by learning status
Table 8.7 Search for IAG in the past 3 years, by current qualification group
Table 8.8 Types of IAG required but not found
Table 8.9 Likelihood of using IAG in next 12 months, by learning status
Table 8.10 Likelihood of using IAG in future by current qualification group
Table 8.11 Types of IAG respondents felt might be useful in the future, by current qualification group*
Table 8.12 Organisations respondents are most likely to contact for IAG in future, by current qualification group*

Table 9.1 Awareness of learning campaigns Scotland and England/Wales 2005
Table 9.2 Awareness of learning campaigns by learning status
Table 9.3 Awareness of learning campaigns by current qualification group
Table 9.4 Willingness to have a savings account for learning by current qualification group
Table 9.5 Awareness and use of learndirect and learndirect scotland by learning status
Table 9.6 Awareness and use of learndirect scotland by current qualification group
Table 9.7 Actions taken after hearing about learndirect scotland

Table 10.1 Mother tongue by learning status
Table 10.2 Whether respondent has knowledge of languages other than first language
Table 10.3 Languages other than first language known
Table 10.4 Level of proficiency in additional languages
Table 10.5 Level of proficiency in additional specific languages

LIST OF FIGURES
Figure 2.1 Whether likely to do job-related learning in next three years by learning status
Figure 2.2 Whether likely to do non job-related learning in next three years by learning status
Figure 5.1 Number of taught courses undertaken in the past 3 years
Figure 5.2 Use of ICT for taught learning
Figure 5.3 Whether course took place during working hours
Figure 6.1 Time spent using ICT for self-directed learning
Figure 7.1 Percentage of respondents in different age groups classified as current ICT users
Figure 7.2 Percentage of respondents with different current qualification levels classified as current ICT users
Figure 7.3 Proportion of different learners classified as current ICT user
Figure 7.4 Percentage of respondents in different NS- SEC groups classified as current ICT users-
Figure 7.5 Percentage of respondents in different household income groups classified as current ICT users
Figure 7.6 Percentage of respondents in multiple deprivation quintiles classified as current ICT Figure 9.1 Willingness to have a saving account for learning, by learning status

Acknowledgements

First and foremost, the authors of the report would like to thank all the respondents who have given up their time to take part in the survey.

We would also like to thank colleagues at the National Centre for Social Research in London, whose hard work on the report for England and Wales provided the basis for most of the analysis included in this report. In particular, thanks are due to Dawn Snape for her central role in running NALS and for her help and advice throughout the project, and to Emily Tanner and Rupert Sinclair for their support with the analysis. We would also like to thank Natasha Wood and Annelies Blom for their role in the design and development of the survey and their support during the interviewer-briefing process, Jo Phillipson and the Copper Team in the NatCen Operations Department, Erroll Harper, Richard Akers and Steve Kelly in the Computing Department, Sarah Tipping and Rebecca Taylor from the Survey Methods Unit, and all of the many fieldwork interviewers who worked on the study.

Finally, we would like to thank Corrine Adams and Jeanette Hagerstrom at the Scottish Executive for their comments on this report and Peter Vallely at the D fES for his advice throughout the project.

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

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