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CHAPTER FOUR Obstacles and incentives to learning

4.1 This chapter examines the problems and obstacles respondents faced in participating in learning, regardless of whether they had done any in the last three years. It also looks at what incentives would persuade non-learners to participate in learning and what subjects they would like to study. As in previous chapters, only those aged under 70 are included in the analysis in this chapter and all figures reported in the text refer to this group, unless stated otherwise.

Obstacles to learning and reasons for not learning

4.2 This section starts with an overview of the obstacles to learning and key differences between the views of learners and non-learners, and then explores in more depth possible means of overcoming problems.

Current obstacles to learning

4.3 All respondents were asked to choose which of a series of statements about problems with learning applied to them (Table 4.1). Respondents were given a set of shuffle cards, listing different possible obstacles to learning they may have experienced. They were asked to divide these cards into two piles, containing reasons that did and did not apply to them.

4.4 The exact wording of the question differed according to whether or not the respondent would like to have done some learning in the past 12 months. Those who would like to have done some learning (or who had done so, but would have liked to do more) were asked to pick reasons why they had not been able to do so. Those who would not have liked to do any learning were asked to choose reasons why not.

• Overall, the most common reason for not learning was lack of time due to work, mentioned by 45% of respondents. This was more often mentioned as an obstacle by learners than by non-learners (50% compared with 19%). Learners were also more likely than non-learners to say that it was hard to get time off work to learn (19%, 10%).
• Lack of time due to family commitments was mentioned by 32% and preferring to spend time doing other things by 32% of respondents. Non-learners who said they had not wanted to do any learning in the last year were more likely than other non-learners to say they prefer spending time doing other things (49%, 24%), and to cite lack of time due to family (43%, 24%).
• Difficulties paying course fees was mentioned by 22% of respondents. This was highest amongst non-learners who would have liked to do some learning (36%).
• Non-learners tended to have more concerns about their personal aptitudes and about returning to learning in general. They were also more likely to express disinterest in learning and were less likely to see potential benefits, work-related or otherwise. Non-learners tended to be less knowledgeable about local learning opportunities, and less aware of where they could seek information on learning. They were also more likely to rule out the possibility of learning due to age or health problems, partly reflecting the fact that non-learners tend to be older.

Table 4.1 Obstacles to learning and reasons for not learning by learning status*

Base: all respondents aged 16-69

*Percentages sum to more than 100 because respondents could mention more than one factor

Note: Category 'would like to have learned' includes respondents who indicated that they 'maybe' or 'definitely' would like to have done some learning/further learning in the past 12 months.

Barriers to learning among different sub-groups

Gender

4.5 While men and women cited broadly similar obstacles to learning, some differences emerged.

• Men were more likely than women to mention time restrictions associated with work, such as lack of time due to work (52% compared with 38% of women).
• Women were more likely than men to cite obstacles associated with family responsibilities, such as childcare (24% compared with 13%) and lack of time due to family responsibilities in general (38% compared with 25%).
• Women were also more likely to feel nervous about going back to study than men (20% compared with 10%).

Table 4.2 Obstacles to learning and reasons for not learning by sex

Base: all respondents aged 16-69

Percentages sum to more than 100 because respondents could mention more than one factor

Age

• The oldest age group (aged 60+) reported different barriers to learning than younger respondents, with key obstacles including a preference for spending time doing things other than learning (48%) and a general lack of interest in learning (34% - Table 4.3). Re-enforcing this lack of motivation was the perception among a third of respondents aged 60 or above (30%) that they were too old to learn.
• For younger age groups, the most common obstacle was time constraints due to work. The youngest age group (16-39) also reported a lack of time due to childcare commitments (27%) and family (34%) and difficulty in paying fees (32%).

Table 4.3 Obstacles to learning and reasons for not learning by age

Base: all respondents

Percentages sum to more than 100 because respondents could mention more than one factor

Note that 1 respondent did not answer the question. As with all other tables, the percentages have been calculated from the responding base.

Qualification level

• Respondents who had no qualifications were most likely to say that they prefer to spend their time doing other things (44%) or they were not interested in learning (45% - Table 4.4)
• Respondents who had Level 1 or level 2 qualifications showed higher levels of concern about their personal aptitudes (e.g. concerns about keeping up with the course) and returning to learning in general. In this respect, they were more similar to those with no qualifications than to those with higher qualifications.
• Respondents with level 1 or no qualifications were less likely to have an awareness of local learning opportunities, where to find out about learning opportunities and which courses would be interesting or useful.

Table 4.4 Obstacles to learning and reasons for not learning by current qualification

Base: all respondents aged 16-69

* Percentages sum to more than 100 because respondents could mention more than one factor

Possible methods of overcoming obstacles

4.6 This section examines whether various incentives might work as a means to overcome the obstacles to learning identified by respondents.

Childcare

4.7 Respondents who mentioned lack of time due to childcare commitments as an obstacle to learning (19% of those aged 16-69) were asked whether they would consider learning from home using a computer. Over two thirds (69%) of respondents who mentioned childcare difficulties indicated that they would consider learning from home using a computer.

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

Base: All respondents aged 16-69 who mentioned childcare was an obstacle to learning/more learning

Transport

4.8 Respondents who mentioned difficulties arranging transport as an obstacle to learning (9% of those aged 16-69) were asked whether a number of different scenarios might encourage them to do some learning. The scenarios that were most commonly cited as motivations to learn were those related to cost of public transport or the degree of difficulty involved in using public transport:

• 50% said that they would be encouraged to do some learning if it was easier to get there by public transport.
• 24% said that they would be more likely to do so if transport was provided door-to-door.
• 27% said that they would be more likely to learn if public transport was less expensive while 23% said that they would be more likely to learn if public transport costs were refunded.
• Relatively few respondents indicated that the provision of free and secure parking or a refund of fuel costs would encourage them to learn (3% and 14% respectively).
• 14% indicated that none of the options listed would encourage them to learn.

Table 4.6 Percentage of respondents saying transport incentives would encourage them to do some learning*

Base: All respondents aged 16-69 who mentioned transport was an obstacle to learning/more learning

*Percentages sum to more than 100 because respondents could mention more than one factor

Tuition fees

4.9 Respondents who mentioned that money was a barrier to learning (27% of those aged 16-69) were asked how likely they would be to learn if any fees were paid in full. The majority (82%) of these respondents said that the payment of their fees in full would be very or fairly likely to encourage them to learn. This suggests that free learning could be a strong incentive for this group.

Table 4.7 Percentage of respondents saying payment of tuition fees would encourage them to do some learning

Base: All respondents aged 16-69 who mentioned that money was an obstacle to learning/more learning

Health problems and disabilities

4.10 Respondents who chose the statement 'most courses don't make allowances or suitable arrangements for my health problems or disability' (4% of those aged 16-69) were asked how likely they would be to learn if they were offered funding to help in this area. Results for Scotland were similar to those for England and Wales with over 6 in 10 (62%) saying that they would be very/fairly likely to do some learning if they received funding of this type, while 38% still felt they would be unlikely to learn.

Table 4.8 Percentage of respondents saying funding to help with their health problem or disability would encourage them to do some learning

Base: All respondents aged 16-69 who mentioned that a health problem or disability was an obstacle to learning/more learning

Advice on learning opportunities

4.11 Those who cited a lack of knowledge about where to find information on learning (26% of those aged 16-69) were asked how likely they would be to learn if they were offered advice on local learning opportunities. Over two thirds (70%) said that advice of this type would be fairly likely or very likely to encourage them to them learn. This suggests that provision of better advice could be an important means of overcoming obstacles to learning.

Table 4.9 Percentage of respondents saying advice on local learning opportunities would encourage them to do some learning

Base: All respondents aged 16-69 who said that their lack of knowledge about where to find information on learning was an obstacle to learning /more learning

Learning from home via computer

4.12 Respondents who indicated that lack of time was an obstacle to learning (67% of those aged 16-69) were asked whether they would consider learning from home via the Internet. ¹⁶ Overall, more than two-thirds of these respondents said that they would consider doing learning from home via the Internet. Those who already had a computer with Internet access at home were more likely to consider this method of learning than those who only had a computer or those who had neither. Similar results were found for England and Wales.

Table 4.10 Percentage of respondents saying they would consider learning from home via the Internet using computer facilities they had at home

Base: All respondents aged 16-69 who mentioned that lack of time was an obstacle to learning/ more learning

Note that 22 respondents did not answer the question. As with all other tables, the percentages have been calculated from the responding base.

4.13 The main reason some respondents would not consider learning from home using a computer with Internet connection was that they would still not have enough time for learning (46%), followed by not wanting to do learning (21%) and a preference for learning with others (20% - Table 4.11). However, some respondents raised concerns about their computer skills, with 16% saying they did not know anything about computers and 14% saying that they were 'not very good' with computers.

Table 4.11 Reason why respondent would not consider learning from home using a computer

Base: All respondents aged 16-69 who mentioned that lack of time was an obstacle to learning/more learning and would NOT learn from home using a computer with Internet connection.

*percentages sum to more than 100 because respondents could mention more than one factor.

Non-learners attitudes to learning

4.14 Overall, a third of non-learners said they would have liked to do some learning in the last year (12% definitely and 20% maybe). Among non-learners aged 16-69, this figure rose to 45%. Non-learners were asked what might encourage them to do some learning (Table 4.12). The most popular incentive was funding (23% of non-learners), followed by advice about learning (14%), and learning being available at the right times (14%) and in the right places (13%). One in 10 non-learners said they might learn if they had help with their health needs or disability.

Table 4.12 What would encourage non-learners to learn by benefit receipt

Base: non-learners aged 16-69 who had done no learning in the past 3 years.

Note: respondents were classified as being benefit dependent if they reported any of the following sources of income: Jobseeker's Allowance, Income Support, Pension Credit, Minimum Income Guarantee, Working Tax Credit, Housing Benefit, Council Tax Benefit, Severe Disablement Allowance or Care Allowance.

4.15 The number of non-learners in the Scottish NALS sample was too small to allow the more detailed analysis of sub-groups of non-learners presented in section 4.4 of the England and Wales report. However, it is worth noting that, as in England and Wales, non-learners who receive means-tested benefits were more likely to identify funding and childcare as ways in which they might be encouraged to learn (Table 4.12). This suggests that assistance overcoming practical and financial barriers may be key to encouraging those in receipt of benefits to participate in learning.

Subjects people would like to learn about

4.16 Just under half (47%) of those who either had not done any learning in the previous 3 years, or who would have liked to do more learning, said there was a specific course they had wanted to do. This figure was similar for both learners and non-learners.

Table 4.13 Whether there was a specific course respondent would have liked to study, by learning status

Base: All respondents aged 16-69 who would have liked to have done (more) learning in the last 12 months.

4.17 The most popular subjects mentioned by respondents who were interested in a specific course were business and administrative studies (12%), modern languages and literature (10%) and subjects allied to medicine (9% - Table 4.14).

Table 4.14 Subject that respondent would like to have studied

Base: All respondents aged 16-69 who would have liked to have done (more) learning in the last 12 months, and said that there was a specific course they wanted to do.

Note: Only subjects mentioned by 5% or more are included in the table.

4.18 Respondents who were interested in a specific course were asked whether this would have led to a qualification. Twenty-eight per cent said the course would have been for leisure only, while the remainder mentioned a very wide range of qualifications, the most common of which was a HNC or HND (10%), followed by recognised trade apprenticeships (7%) (Table 4.15).

Table 4.15 Qualification sought via the desired course

Base: All respondents aged 16-69 who would have liked to have done (more) learning in the last 12 months, and said that there was a specific course they wanted to do.

Note: Only qualifications mentioned by 5% or more are included in the table.

4.19 Among the small number of non-learners (n = 44) who said there had been a specific course they wanted to do, the most common reasons given for not having done the course were that they did not have time due to work, family or personal commitments, that the course was not available locally, and that they could not find any information about whether the course was run in their area.

Subjects non-learners would be interested in finding out more about

4.20 Among non-learners who would have liked to do some learning, the most commonly mentioned subject they would like to find out more about was IT, computers or the Internet (51%), followed by languages (25%) and health or alternative medicine (21%).

Table 4.16 Subjects non-learners would be interested in finding out about

Base: Non-learners who said they would have liked to do some learning in the past year.

*Percentages sum to more than 100 because respondents could mention more than one subject.

4.21 Non-learners who had not wanted to do any learning in the 12 months prior to the survey were asked about community activities and services they might be interested in finding out more about (Table 4.17). The most commonly mentioned activities were sports events and activities (12%), arts events (11%) and local history groups (8%). However, over two-thirds of this group of non-learners said they were not interested in finding out more about any of these community services or activities.

Table 4.17 Community activities and services non-learners would be interested in finding out about

Base: Non-learners who said they would NOT have liked to do any learning in the past year.

*Percentages sum to more than 100 because respondents could mention more than one subject.

Comparing non-learners' and learners' attitudes to learning

4.22 All respondents were read a series of statements describing different attitudes to learning and asked the extent to which they agreed with each. The analysis which follows compares the views of learners and non-learners.

• Both learners and non-learners firmly felt that you need to keep improving your skills and knowledge if you want to succeed at work, with 96% of learners and 93% of non-learners agreeing (either strongly or slightly) with this statement (Table 4.18). Furthermore, a high proportion of both groups (73%, 87%) agreed that you need qualifications to get anywhere these days.
• Despite this, learners were far more likely than non-learners to see learning as an investment in their future (82% compared with 48%).
• Non-learners were also twice as likely as learners to agree that only qualification-based learning is worthwhile (27%, 12%).

Table 4.18 Attitudes to learning (1): the value of qualifications and links with work

Base: all respondents aged 16-69 who had done some learning in the past 3 years

Note: percentages read horizontally

Note: base sizes differ due to variation in the number of respondents who answered each question

• Both learners and non-learners placed a high value on life-long learning (97%, 89%) and thought learning new things was fun (88%, 76%), although learners were more likely to agree strongly with both of these (Table 4.19).
• However, non-learners were less interested in doing learning (39% of non-learners agreed they were 'not interested in doing any learning', compared with just 6% of learners) and more likely to feel that learning was not for people like them (21%, 4%).
• Non-learners were also more likely than learners to say that they did not get anything useful out of school (30%, 18%).

Table 4.19 Attitudes to learning (2): orientation to learning

Base: all respondents aged 16-69 who had done some learning in the past 3 years

Note: percentages read horizontally

Note: base sizes differ due to variation in the number of respondents who answered each question

• Learners tended to be more open than non-learners to the possibility of learning in new ways, such as using a CDROM or via the Internet. This reflected greater confidence with ICT among learners who were half as likely as non-learners to say they found computers confusing (19%, 44% - Table 4.20).
• Furthermore, non-learners were more likely than learners to say that they lacked the confidence to learn on their own (40%, 15%) and that they would prefer to learn in a classroom (46%, 36%).
• More than half of both learners and non-learners agreed with the statement that the skills that they needed at work couldn't be learned in a classroom (52%, 55%).

Table 4.20 Attitudes to learning (3): modes of learning

Base: all respondents aged 16-69 who had done some learning in the past 3 years

Note: percentages read horizontally

Note: base sizes differ due to variation in the number of respondents who answered each question

• Learners were less likely than non-learners to agree with the statement "I don't want responsibility; I'd rather be told what to do" (11%, 24% - Table 4.21).
• Learners were more likely than non-learners to feel that they had a hidden talent they wanted to explore (37%, 27%).

Table 4.21 Attitudes to learning (4): personal disposition

Base: all respondents aged 16-69 who had done some learning in the past 3 years

Note: percentages read horizontally

Note: base sizes differ due to variation in the number of respondents who answered each question

• The vast majority of learners and non-learners felt that employers should be responsible for training employees (87%, 93% - Table 4.22).
• Learners were less likely than non-learners to think that the government should pay for all adult learning (47%, 66%), and were more prepared to pay something towards the learning that they did as an adult (85%, 63%). This is perhaps a reflection of the more comfortable financial situation of learners. It is also possibly a reflection of the investment value placed on learning - if, as perhaps suggested by their responses in Table 4.18, non-learners see less value in learning, they may as a result be less willing to pay for it.

Table 4.22 Attitudes to learning (5): locus of responsibility for learning and cost

Base: all respondents aged 16-69 who had done some learning in the past 3 years

Note: percentages read horizontally

Note: base sizes differ due to variation in the number of respondents who answered each question

Conclusion

4.23 Scottish learners and non-learners report a wide variety of obstacles to learning. Learners more commonly cited work-related time constraints while non-learners more commonly cited concerns about their personal aptitudes and capacity to learn.

4.24 Men were more likely to mention work-related obstacles while women were more likely to mention family responsibilities and childcare. Differences were also evident between those who were interested in learning but faced practical difficulties and those who were simply uninterested. Those who had no qualifications or only basic qualifications were most likely to say they were uninterested and to have concerns about their personal aptitudes and returning to learning.

4.25 Although the attitudes of learners and non-learners differed markedly in some areas, findings suggest that both groups believe learning is important to success at work and that it is something you should do throughout your life.

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