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CHAPTER FIVE Taught Learning

5.1 This chapter focuses on the details of the taught learning done by respondents in the three years preceding the survey. As described in Chapter 1, respondents were asked in detail about a specific course which they chose as being most 'useful' to them in terms of their job or career, or because it was enjoyable or helped them to develop new skills.

5.2 The chapter begins with a general overview of the number of taught courses respondents had undertaken in the previous three years, before looking in more detail at the taught course selected by the respondent as 'most useful', looking specifically at the differences between vocational and non-vocational courses. We summarise information on:

• the subject of the course
• whether it led to a qualification
• the course provider
• the length of the course
• whether the individual or their employer paid course fees, or for books and equipment associated with the learning, and
• the use of ICT for taught learning.

5.3 The relationship between the course and employment is also explored, as are motivations for learning and respondents' perceptions of the benefits of taking the course. As in previous chapters, the analysis only includes respondents under 70 and all the figures reported in the text refer to this group unless otherwise stated.

Average number of courses

5.4 As shown in Figure 5.1, over half (54%) of taught learners had done only one course in the preceding 3 years, while about a quarter (23%) had taken two and the same proportion (23%) had taken three or more courses. The mean number of courses reported for the three years preceding the survey was 1.97. Figures for the number of taught courses taken by respondents in Scotland are almost identical to those for England and Wales ¹⁷.

Figure 5.1 Number of taught courses undertaken in the past 3 years

Subject, qualification and learning provider

5.5 This section and the remainder of this chapter focuses only on the course selected by respondents as the most 'useful' to them. ¹⁸ Fifty-nine per cent of taught learners reported that their course involved studying towards a qualification. This was somewhat lower than in England and Wales, where 68% of taught learners said their chosen course involved studying for a qualification. Those whose selected course was vocational were much more likely than those whose selected course was non-vocational to say they were studying for a qualification (68% compared with 25% of those participating in non-vocational courses).

What subjects are people taking courses in?

5.6 Overall, the most commonly reported subjects for the courses respondents identified as most useful related to business and computer skills (Table 5.1). Business and administrative studies accounted for 15% of courses, followed by mathematical and computer sciences (8%), computer and Internet use (7%), sport and physical activity (7%) and social studies (7%). However, those whose course was not job-related were more likely to have been taking courses relating to sport, arts, leisure and self-development.

Table 5.1 Subject of taught learning

Base: Respondents aged 16-69 not in continuous full-time education who had done taught learning in the past 3 years.

Note: 12 respondents in Scotland did not answer this question. As with all other tables, the percentages have been calculated from the responding base.

Who provides taught courses?

• The most commonly mentioned providers of respondents' 'most useful' courses were employers (21%), followed by universities or higher education colleges (18%) and private training providers (17%). Respondents in Scotland were somewhat more likely than respondents in England and Wales to say their employer had provided the course they found most useful.
• Further education colleges were also commonly mentioned course providers (11%), used equally by those doing vocational courses (11%) and non-vocational courses (10%).
• Non-vocational courses were most frequently provided by private training providers (19%), universities or higher education colleges (11%), further education colleges (10%) or adult education institutes (10%).

Table 5.2 Course providers*

Base: Respondents aged 16-69 not in continuous full-time education who had done taught learning in the past 3 years.

Note: 12 respondents in Scotland did not answer this question. As with all other tables, the percentages have been calculated from the responding base.

*Percentages sum to more than 100 because respondents could choose more than one reply.

Hours of teaching and course length

5.7 Among those who had some tuition for their selected course in the last 12 months, just under a fifth (18%) received less than 10 hours, while around 3 in 10 (29%) received 70 or more hours (Table 5.3). The median number of hours tuition for all taught learners in Scotland was 25 (compared with 30 in England/Wales). Among those who had any tuition as part of their course, there were no significant differences in hours received between those whose course was vocational compared with those whose course was non-vocational.

Table 5.3 Number of hours tuition over the past 12 months ¹⁹

Base: Respondents aged 16-69 not in continuous full-time education who received taught learning over the past 3 years and who had at least 1 hour of tuition over the last 12 months.

5.8 Half of respondents in Scotland did not do any homework or self-study for their selected course in the 12 months prior to the survey (Table 5.4). Seventeen per cent did under 10 hours and the same proportion spent 70 or more hours on studying for their course. Those whose chosen course was vocational spent longer than those taking non-vocational courses on self-study - 19% of vocational learners did 70 or more hours of homework for their course, compared with 6% of those taking non-vocational courses. The mean number of hours of self-study was 85 for vocational learners compared with 23.7 hours for non-vocational learners.

Table 5.4 Number of hours of self-study over the past 12 months

Base: Respondents aged 16-69 not in continuous full-time education who received taught learning over the past 3 years.

5.9 In terms of the length of completed courses (Table 5.5) ²⁰:

• Thirty-seven per cent lasted a month or less, with vocational courses more likely than non-vocational to be under a month in duration.
• 23% of courses last more than one month but less than 6 months.
• 24% of courses lasted more than a year - with non-vocational courses more likely to have taken place over 2 years or more.

Table 5.5 Length of completed courses

Base: Respondents aged 16-69 not in continuous full-time education who received taught learning over the past 3 years and whose course was completed.

Note: 9 respondents in Scotland did not answer the question. As with all other tables, the percentages have been calculated from the responding base.

Funding and support for the course

5.10 Overall, employers paid some or all of the fees for 44% of the courses selected as 'most useful' by respondents in Scotland (Table 5.6). This was slightly higher than the equivalent figure for England and Wales (36%) . As might be expected, employers were far more likely to pay course fees where the course was job-related than where it was non-vocational (55%, 4%).

Table 5.6 Whether respondent's employer or prospective employer paid any fees for course

Base: Respondents aged 16-69 or 70+ and economically active, not in continuous full-time education who received taught learning over the past 3 years.

Note: 12 respondents in Scotland did not answer the question. As with all other tables, the percentages have been calculated from the responding base.

5.11 Respondents who indicated that their employer did not pay all of the fees for their selected course, but that there were some fees to pay, were asked whether they (or their partner/family) had contributed towards the cost of the course (Table 5.7). Fifty-nine per cent of these respondents said either they or their family had paid for their course in full, while a further 14% had paid something towards course costs. Respondents were more likely to pay either some or all the fees for non-vocational than for vocational courses (95%, 61%).

Table 5.7 Whether respondent or respondent's partner/family paid any fees for course

Base: Respondents aged 16-69 not in continuous full-time education who received taught learning over the past 3 years and whose employer paid some or no fees for the course.

5.12 Table 5.8 combines the responses reported in the previous two tables and shows that there were very few cases where the employer and respondent made joint contributions towards the fees. For 45% of taught learning the employer covered the total cost of the fees, while the respondent paid all the fees for 26% of taught learning. In comparison with England and Wales, employers in Scotland covered a higher proportion of costs for the courses respondents viewed as most useful.

5.13 Unsurprisingly, employers were much more likely to cover the cost of vocational taught learning (57%, compared with 3% of non-vocational) and individuals and their families were more likely to pay for non-vocational courses (57%, compared with 17% of vocational courses).

Table 5.8 Employer and respondent contributions to fees

Base: Respondents aged 16-69 or 70+ and economically active, not in continuous full-time education who received taught learning over the past 3 years.

Note: 11 respondents in Scotland did not answer the question. As with all other tables, the percentages have been calculated from the responding base.

5.14 Among respondents who paid some or all of their course fees themselves (n = 86) ²¹, the mean amount paid was £306.60, and the median amount was £300 (Table 5.9). Most (82%) paid £500 or less, while 42% paid £100 or less.

Table 5.9 Amount paid in course fees by respondent or the respondent's family/partner in the past 12 months

Base: Respondents aged 16-69 not in continuous full-time education who received taught learning over the past 3 years, who paid some or all of their course fees and excluding those who paid nothing.

5.15 Employer and respondent contributions to the costs of books or equipment for selected courses in the preceding 3 years are shown in tables 5.10 to 5.12. As with course fees, employers were more likely to cover the costs of books and equipment for vocational courses (36%, compared with 3% of non-vocational courses). Among respondents whose employer did not cover the full cost of books and equipment, 65% had covered these costs either in full or in part themselves.

5.16 As with course fees, it was relatively rare for employers and individuals to share costs between them (4%). The employer covered all costs of books and equipment in 29% of cases (36% for vocational, 3% for non-vocational), while respondents or their families paid all the costs in a quarter (24%) of cases. For 43% of selected courses, there were no costs associated with books and equipment.

Table 5.10 Whether employer/prospective employer paid for books or equipment for the course

Base: Respondents aged 16-69 or 70+ and economically active, not in continuous full-time education who received taught learning over the past 3 years.

Note: 12 respondents in Scotland did not answer the question. As with all other tables, the percentages have been calculated from the responding base.

Table 5.11 Whether respondent, partner or family paid for books and equipment for the course

Base: Respondents aged 16-69 or 70+ and economically active, not in continuous full-time education, who received taught learning over the past 3 years whose employer paid some or none of the costs of books and equipment.

Table 5.12 Employer and respondent contributions to costs of books and equipment

Base: Respondents aged 16-69 or 70+ and economically active, not in continuous full-time education who received taught learning over the past 3 years.

Note: 13 respondents in Scotland did not answer the question. As with all other tables, the percentages have been calculated from the responding base.

5.17 The mean amount paid for books and equipment (among those respondents who had made such contributions) was £128.28 over the past 12 months (Table 5.13). However, the majority of respondents (70%) paid £100 or less.

Table 5.13 Amount paid by respondent, partner or family on books and equipment for course over past 12 months

Base: Respondents aged 16-69 or 70+ and economically active, not in continuous full-time education who received taught learning over the past 3 years, who paid some or all of the costs of books and equipment and excluding those who paid nothing.

Use of ICT

5.18 Overall, 60% of taught learners in Scotland reported using ICT for their selected course (very close to the 62% who had used ICT for their course in England and Wales). Those whose selected course was vocational were more likely than those whose course was non-vocational to use ICT (63%, 52%).

5.19 Although we do not have time-series data for Scotland, since this is the first time NALS has been conducted here, it is worth noting that data for England and Wales shows a marked increase in the use of ICT for taught learning between 2002 and 2005 - from 49% to 62%.

5.20 Among respondents who had used ICT for taught learning, 68% used both a computer and Internet, 29% used a computer only and 3% used the Internet only (Figure 5.2) ²². Respondents whose course was vocational were more likely than those whose course was not job-related to have used both types of ICT, while those whose course was non-vocational were more likely to have used the Internet only.

Figure 5.2 Use of ICT for taught learning

5.21 Respondents were most likely to use ICT to do course-related work using word processing, spreadsheets or other software (34% of all respondents who had done some taught learning in the preceding 3 years), followed by looking for information for the course (30%) and getting information about the course (21%) (Table 5.14). Respondents taking vocational courses were more than twice as likely as respondents doing non-vocational learning to use ICT for all these purposes.

5.22 Again, although we do not have time series data to examine for changes in ICT use in Scotland, it is worth noting that in 2002 only 4% of respondents in England and Wales mentioned using ICT to do research for the course compared to 31% in 2005. This rise in use of ICT for research and information may reflect greater access to the Internet and the increase in Internet search engines designed for this purpose.

Table 5.14 Use of ICT for taught learning*

Base: Respondents aged 16-69 not in continuous full-time education who had done taught learning in the past 3 years.

Note: 11 respondents in Scotland did not answer the question. As with all other tables, the percentages have been calculated from the responding base.

*Percentages sum to more than 100 because respondents could choose more than one reply.

5.23 Excluding learners who used ICT only for getting information about the course or to enrol, 42% of those who used ICT for their selected course said they used it all or most of the time that they spent studying, just over a third (36%) used it some of the time and a fifth (21%) only used it a little of the time (Table 5.15).

Table 5.15 Time spent using ICT for taught learning

Base: Respondents aged 16-69 not in continuous full-time education who had done taught learning in the past 3 years and used ICT for their course ²³.

Note: 10 respondents in Scotland did not answer the question. As with all other tables, the percentages have been calculated from the responding base.

5.24 Taught learners were also asked about their use of other new technology for the selected course (Table 5.16). Forty-nine per cent (compared with 39% in England and Wales) mentioned using at least one other type of technology with the most popular being presentation technologies such as whiteboards (32%). Scottish learners whose selected course was vocational were more likely than those taking non-vocational courses to use other new technologies - for example, 38% of vocational learners said their course involved presentation technologies such as interactive whiteboards, compared with 6% of non-vocational learners.

Table 5.16 Use of other types of technology for learning*

Base: Respondents aged 16-69 not in continuous full-time education who had done taught learning in the past 3 years.

Note: 10 respondents in Scotland did not answer the question. As with all other tables, the percentages have been calculated from the responding base.

*Percentages sum to more than 100 because respondents could choose more than one reply.

Taught learning and work

5.25 Respondents who said their selected course related to their current job were asked whether or not the course was compulsory, and if so, who made it compulsory (Table 5.17). Most job-related courses (61%) were not compulsory, although 30% were made compulsory by employers.

Table 5.17 Whether course was made compulsory*

Base: Respondents aged 16-69 not in continuous full-time education who had done taught learning in the past 3 years that was related to current job.

*Percentages sum to more than 100 because respondents could choose more than one reply.

5.26 The majority (59%) of those doing learning related to their current job studied entirely during paid working hours and a further 13% studied mostly during working hours (Figure 5.3). Just over a quarter (27%) of those doing learning for their current job said they studied mostly or entirely outside of working hours.

Figure 5.3 Whether course took place during working hours

Motivators for doing the course

Job-related motivations

5.27 Those whose course was related to a current or future job were asked whether various employment-related reasons were motivators for them taking the course (Table 5.18). The most frequently mentioned reasons were to gain new job-related skills (65%) and career development (58%). Improved job satisfaction (45%) was a more important motivator for learning than getting a pay-rise (13%) or a promotion (9%).

Table 5.18 Employment-related reasons for starting the course*

Base: Respondents aged 16-69 not in continuous full-time education who had done taught learning in the past 3 years that was related to their current or future job and not compulsory for those in employment when their course started.

*Percentages sum to more than 100 because respondents could choose more than one reply.

5.28 More highly qualified respondents (with the equivalent of an SVQ level 4 qualification or above) were more likely than those with lower-level or no qualifications to cite career development and improved job satisfaction as reasons for starting the course (Table 5.19). Less well qualified respondents were more likely to be motivated to study by the chance to set up their own business or to change to a different type of work.

Table 5.19 Employment-related reasons for starting the course by current qualification*

Base: Respondents aged 16-69 not in continuous full-time education who had done (non-compulsory) taught learning in the past 3 years that was related to their current or future job.

*Percentages sum to more than 100 because respondents could choose more than one reply.

5.29 If the selected course was job-related but not compulsory, respondents were asked about their wider motivating factors for studying (Table 5.20). Forty-seven per cent of this group studied to improve their knowledge or ability in the subject, while 31% wanted to gain a certificate or qualification and 28% hoped to gain skills or knowledge that would be useful in everyday life ²⁴.

Table 5.20 Wider motivators for taught learning*

Base: Respondents aged 16-69 not in continuous full-time education who had done (non-compulsory) taught learning in the past 3 years.

*Percentages sum to more than 100 because respondents could choose more than one reply.

5.30 Those qualified to a higher level were more likely than those qualified at level 2-3 or below to be motivated to study by the desire to improve their knowledge or ability in a subject and by wanting to gain a certificate or qualification (Table 5.21).

Table 5.21 Wider motivations for taught learning by current qualification*

Base: Respondents aged 16-69 not in continuous full-time education who had done (non-compulsory) taught learning in the past 3 years.

*Percentages sum to more than 100 because respondents could choose more than one reply.

Course outcomes

5.31 Among respondents whose course was related to a current or future job, the most frequently cited benefits from taking the course were that respondents had developed new job-related skills (63%), that they were able to do their job better (49%), and that they had more job satisfaction (27%). A fifth (19%) of respondents felt their learning had not brought any of the employment-related benefits shown in Table 5.22.

Table 5.22 Employment benefits of taught learning*

Base: Respondents aged 16-69 not in continuous full-time education who had done taught learning in the past 3 years that was related to their current or future job.

*Percentages sum to more than 100 because respondents could choose more than one reply.

5.32 Those who reported a 'hard' job-related outcome from taking the course (e.g. getting a new job, changing to a new type of work or setting up their own business) were asked about the benefits arising from that change. Sixty-five per cent of this group said they now found their work more enjoyable, half said they were paid more (51%) and 3 in 10 said their working hours were now more convenient (Table 5.23).

Table 5.23 Outcomes of changes arising from course

Base: Respondents aged 16-69 not in continuous full-time education who had done taught learning in the past 3 years that was related to their current or future job and who experienced a change in employment as a result of the course.

*Percentages sum to more than 100 because respondents could choose more than one reply.

5.33 As with reasons for starting the selected course (Table 5.19), respondents with higher level qualifications were more likely than respondents with lower level qualifications to mention benefits related to their current job: the development of new job-related skills, the ability to do their job better and improved job satisfaction. Those with lower qualifications were not significantly more likely than those with higher level qualifications to mention any of the listed benefits, although they were much more likely to say they had not experienced any of the benefits listed (35% of those with level 1 or no qualifications compared with 8% of those with level 4 qualifications or above).

Table 5.24 Employment benefits of taught learning by current qualification*

Base: Respondents aged 16-69 not in continuous full-time education who had done taught learning in the past 3 years that was related to their current or future job.

*Percentages sum to more than 100 because respondents could choose more than one reply.

5.34 Table 5.25 shows variations in job-related benefits between respondents whose course was provided by different bodies. Although some caution is required in interpreting these findings, given the relatively low base sizes, several broad patterns emerge.

• Respondents whose (job-related) course was provided by an employer or professional body were more likely than those whose course was provided by a higher or further education institute to say it enabled them to do their job better or resulted in a pay rise.
• Respondents whose course was provided by a professional body were most likely to say it resulted in greater job satisfaction.
• Respondents whose course was provided by a Further Education college were least likely to say it had led to a promotion or a new job.

Table 5.25 Employment benefits of taught learning by course provider*

Base: Respondents aged 16-69 not in continuous full-time education who had done taught learning in the past 3 years that was related to their current or future job and whose course provider was one of those in this table.

*Percentages sum to more than 100 because respondents could choose more than one reply.

5.35 All respondents who participated in taught learning in the previous 3 years were asked about the wider benefits of studying.

• The most commonly mentioned benefits were that the course taught them new skills (75%) or improved their knowledge in the subject (74%) and that it was interesting (67%) or enjoyable (63%).
• Thirty-eight per cent said the course had helped them make new friends or meet people, while 37% said it had boosted their confidence.
• Just 3% of taught learners felt they had not had any of these benefits from taking part in the course.

5.36 Those whose selected course was vocational were somewhat more likely than those whose course was not job-related to mention benefits relating to improved knowledge and skills, while those whose course was non-vocational were more likely to feel the course had been enjoyable and to mention social benefits, such as meeting people.

Table 5.26 Wider benefits of taught learning*

Base: Respondents aged 16-69 not in continuous full-time education who received taught learning over the past 3 years.

*Percentages sum to more than 100 because respondents could choose more than one reply.

5.37 Although many of the wider benefits listed above were identified by respondents with different qualification levels, there were some variations.

• Those with level 1 qualifications were least likely to say the learning had improved their knowledge or skills in the subject but most likely to say it had helped them to do something useful with their spare time.
• Those with level 5 qualifications were most likely to feel the course taught them new skills.

Table 5.27 Wider benefits of taught learning by current qualification*

Base: Respondents aged 16-69 not in continuous full-time education who received taught learning over the past 3 years.

*Percentages sum to more than 100 because respondents could choose more than one reply. Those with no qualifications were excluded from the table as the unweighted base size was below 30.

5.38 Again, although many of the wider benefits of learning were identified by respondents whose courses had been delivered by different providers, there were some variations.

• Those whose course was provided by a higher or further education institute were more likely than those whose course was provided by an employer or professional body to say it had helped them to make new friends and meet people (probably reflecting the fact that employers and professional bodies will tend to provide training to groups of colleagues or peers who already know each other).
• Those whose course was provided by a university or higher education college were most likely to say that the course had encouraged them to do more learning and that it had improved their self-esteem.
• Those who learned at an FE college were most likely to feel the course had helped them to do something useful with their spare time and keep their body active, but were less likely to feel it had improved their knowledge or skills in a subject (possibly indicating that courses respondents took at FE colleges included more leisure-related learning).

Table 5.28 Wider benefits of taught learning by course provider*

Base: Respondents aged 16-69 not in continuous full-time education who received taught learning over the past 3 years and whose course provider was one of those in this table.

*Percentages sum to more than 100 because respondents could choose more than one reply.

5.39 In addition to general outcomes, respondents were also asked what, if any, skills they felt the course had helped them to develop. The most commonly mentioned were skills specifically for use in their current job (37% overall, rising to 46% of vocational learners), problem solving skills (36%), computing skills (32%) and planning skills (32%). Just 18% of taught learners felt they had not developed any of these skills, although this was much higher for non-vocational learners (39%, compared with 13% of vocational learners).

Table 5.29 Skills developed through taught learning*

Base: Respondents aged 16-69 not in continuous full-time education who received taught learning over the past 3 years.

*Percentages sum to more than 100 because respondents could choose more than one reply.

5.40 As might be expected, there were some variations in skills gained by qualification level.

• Those with higher level qualifications were more likely to have developed skills specifically for use in their current job and reading, writing and number skills
• Those with level 2 or 3 qualifications were more likely to have developed checking skills or fault-finding skills, while those qualified to level 3 were most likely to have developed sales or customer care skills.

Table 5.30 Skills developed through taught learning by current qualification*

Base: Respondents aged 16-69 not in continuous full-time education who received taught learning over the past 3 years.

*Percentages sum to more than 100 because respondents could choose more than one reply.

5.41 There were also some variations in the types of skills developed by course provider (although again some caution is required interpreting this table given the relatively low base sizes):

• Those who attend courses provided by universities/ HE colleges were more likely to identify a broad spectrum of skills they had developed through this course - including reading or writing and number skills, problem solving skills, checking skills and planning skills.
• Those attending courses at either HE or FE institutes were more likely than those trained by either employers or professional bodies to acquire computing skills.
• Unsurprisingly, courses provided by employers were most likely to lead respondents to develop skills for use in their current job.

Table 5.31 Skills developed through taught learning by course provider*

Base: Respondents aged 16-69 not in continuous full-time education who received taught learning over the past 3 years and whose course provider was one of those included in this table.

*Percentages sum to more than 100 because respondents could choose more than one reply.

Conclusion

5.42 This chapter explored experience of taught learning, with reference to the course respondents said they found most useful. Considerable differences were often observed between the responses of those whose selected taught course was vocational compared with those whose selected course was non-vocational. Many of these differences were unsurprising - for example, vocational learning was more likely to be provided by employers and professional bodies whereas private providers were more likely to provide non-vocational courses. Other key differences include:

• Vocational learners spent more hours studying for their course over the past 12 months, although completed vocational courses were shorter on average.
• As might be expected, employers were more likely to cover the costs of course fees, books and equipment for job-related courses, while respondents and their families bore more of the cost for non-vocational courses.
• Vocational learners were more likely than non-vocational learners to have used ICT for their course.

5.43 Among those whose course was job-related, most studied out of choice rather than as a result of compulsion by employers or others. However, the majority of job-related study took place either wholly or partly during work hours.

5.44 The main motivators for taking job-related courses were to gain new job-related skills (65%) and to develop respondents' careers (58%). Improved job satisfaction (45%) was a more important motivator for learning than getting a pay-rise (13%) or a promotion (9%).

5.45 More highly qualified respondents were motivated to a greater extent by reasons relating to their current job (e.g. improved job satisfaction), whereas respondents with lower qualification levels were more likely to be motivated by a desire to get a new job or start up their own business.

5.46 In terms of course outcomes, unsurprisingly those whose courses were non-vocational were more likely than vocational learners to mention broader, non-employment related outcomes, such as enjoyment and meeting new people, while vocational learners focused more on improved knowledge and skills. However, 'softer' outcomes like improved confidence (37% overall) and self-esteem (21% overall) were mentioned by a significant proportion of both vocational and non-vocational learners.

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