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CHAPTER 9: INFORMATION PROVISION

9.1 Previous chapters have examined levels of awareness and usage of various types of information, advice and guidance available to intermediary organisations and learners, as well as barriers to usage of IAG produced by the Scottish Executive. However, it is also important to explore the channels through which information is provided as this can also impact on usage or non usage of information. As such, this chapter examines information provision in terms of IAG specifically, both in terms of existing channels of provision and preferred channels of provision.

PROVISION OF "HELPING YOU MEET THE COST OF LEARNING" LEAFLETS

9.2 Those who had used the "Helping you meet the cost of learning" leaflets were asked how they had received the leaflet and how they preferred to receive it and responses to both questions are shown in chart 9.1. As can be seen, hard copy format was the key means by which respondents (97%) had been provided with this leaflet and this continues to be the preferred means of provision for the large majority of respondents (86%). Only small proportions of respondents wished to have information provided by any electronic means.

Chart 9.1
Current and preferred means of provision of "Helping you meet the cost of learning" leaflet

INTEREST IN PROVISION OF IAG

9.3 All those intermediaries who said they had not heard of each type of information, advice and guidance on funding for learners and potential learners provided by the Scottish Executive were asked to state whether it was something they might be interested in. As shown in chart 9.2, almost seven in ten (69%) respondents were interested in information on "helping you meet the cost of learning" leaflets. Levels of interest were highest among formal IAG advisers (94%), broader advisory groups (85%), Learndirect Scotland (79%) and secondary schools (79%). In comparison, interest was least among community/voluntary organisations at a level of 50%.

Chart 9.2
Interest in "Helping you meet the cost of learning" leaflets

9.4 As shown in chart 9.3, interest levels in the Student Support and Benefits Advice Service were at a similar level (64%). Interest was highest among formal IAG providers (95%), secondary schools (78%) and broader advisory groups (75%), and lowest among community/voluntary groups (36%).

Chart 9.3
Interest in Student Support and Benefits Advice Service

9.5 Organisations with less than 5 queries per month expressed less interest (52%) than those with 5 to 25 (79%) or more than 25 (76%) queries.

9.6 Finally, in relation to the Funding for Learners Website specifically, 69% said they would be interested. All the 34 formal IAG providers said they would be interested, with high interest also apparent among secondary schools (78%) and Learndirect Scotland (76%) respondents. Low levels were again seen for community/voluntary organisations, with only half saying they might be interested (see chart 9.4).

Chart 9.4
Interest in Funding for Learners website

9.7 As before, organisations with 5 to 25 (81%) and more than 25 (85%) queries per month showed more interest than those with less than 5 queries (59%).

9.8 Respondents who were unaware of the "Helping you meet the costs of learning" leaflets, the Student Support and Benefits Advice Service or the Funding for Learners Website but who said they would be interested in each source of IAG, were asked to state spontaneously how they wanted information on IAG to be provided to them. Responses for each of these sources of information, advice and guidance were similar, so table 9.1 provides a summary of preferences for receiving all three types of IAG.

9.9 Three methods of provision were cited by around two in five or more respondents, namely pamphlets and brochures (48%), email attachments (46%) or hard copies (41%). To a lesser extent, there were also some preferences for downloading IAG from the Internet or Scottish Executive website (29%). Preferences for provision via CDROMs was only at a level of 7%. A wide range of other preferences were cited, each by very small proportions of respondents - a full listing of these can be accessed in the full data set provided to the Scottish Executive.

9.10 Some differences were seen according to key sub-groups:

• Pamphlets and brochures were particularly popular among secondary school interviewees (70%), but less so among university and college interviewees (11% - although from a base of only 9);
• Email attachments were most endorsed by Learndirect Scotland respondents (64%), but less so among secondary school respondents (46%) and Broader Advisory Groups (32%);
• Endorsement for hard copies was similar for all groups (excluding university/college respondents due to small base size) with the exception of the slightly lower interest from broader advisory groups (35%);
• Secondary school interviewees were most positive about downloading information from the Internet/Scottish Executive website (42%), with community/voluntary groups (20%) having the lowest endorsement (although 67% of universities/colleges had a preference for this, this is from a small base size).

Table 9.1
Preferred Means of Provision of IAG

Source: Q5b
Base: All respondents interested in any type of provision

9.11 Preferences provided may well reflect the way in which information, advice and guidance is utilised by intermediary audiences. For example, while many businesses rely increasingly on electronic means of communication and information, it is possible that they will still require hard copy information to hand out to relevant staff and clients, particularly in instances where information is not a standard size or may be difficult to copy to a similar standard.

9.12 The qualitative discussions revealed a strong preference across all our respondent categories for information to be provided on a face-to-face basis. The concept of a telephone helpline was also popular with some, but various sub-groups found this idea problematic. Respondents expected face-to-face IAG to be provided by their education provider, or at least that their college should provide opportunities for potential learners to meet face-to-face with an individual who can offer accurate advice and support on funding.

9.13 While all our respondents noted that hard copy information that can be retained is useful for ongoing reference, a capacity to meet with an advisor was paramount.

"A telephone operator or somebody you actually arrange to go and have a meeting with that is able to give you an answer yes or no…"

"You need someone you can go and talk to… and assist you all the way."

Potential Learners, Town

"Face to face… You've got specific questions and need specific answers."

Current Learner, City

9.14 Individuals within groups were strongly split over using websites as a source for information, advice and guidance. Although some opposed this, some others recognised that others (not them!) might prefer this information source, but it was clear that not all respondents had easy access to a computer and that some lacked even basic computer skills. Even though some IT literate respondents would be happy to obtain information online, because of the many issues which serve to make the process complex and confusing, many still expressed a wish to be able to pick up a phone and talk to someone or to speak face-to-face to an advisor.

9.15 Those without access to computers or with only limited computer access, were keen to keep paper channels and face-to-face channels of communication. Overall, preferences were for the website to serve as a secondary source of IAG, rather than a primary source.

9.16 In summary,

• Among intermediaries who were unaware of each form of IAG, there were relatively high levels of interest in receiving this information (69% of intermediaries were interested in information on "Helping you meet the cost of learning" leaflets; 64% in the Student Support and Benefits Advice Service; and 69% for the Funding for Learners website).
• Key means by which "Helping you meet the cost of learning" leaflets had been received (by 97% of respondents) was hard copy and this was the preferred means of receipt for a large majority (86%) of intermediaries.
• From non users of IAG, preferences for methods of provision were for pamphlets/brochures (48%), email attachment (46%) and hard copy (41%), although there were some differences between sub-groups. These are likely to reflect the way in which IAG is utilised by intermediary audiences.
• From learners and potential learners, there was a preference for face-to-face or telephone contact to obtain IAG on funding for learning. While hard copy information is useful as a reference source, this was seen as secondary to a capacity to meet with an adviser to obtain the necessary information and this was considered paramount. This is particularly important given that the Scottish Executive IAG was perceived by most learners and potential learners to be confusing and complex as well as tentative in its presentation and too general to be able to deal with the wide range of learners needing IAG.

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