The Scottish Government

« Previous | Contents | Next »

Listen

CHAPTER 10: THE FUTURE

10.1 Previous chapters have focused on awareness and usage of different forms of information, advice and guidance available to learners and potential learners. However, at various points during the telephone interviews and qualitative discussions, respondents were asked to say in which ways any improvements could be made to the different forms of IAG provided by the Scottish Executive. This chapter covers a range of issues relating to future developments and provision of IAG material.

ADDITIONAL GROUPS WHO COULD BENEFIT FROM PROVISION OF LEAFLETS

10.2 All 174 interviewees who had used the "Helping you meet the cost of learning" leaflets were asked to state which other groups they felt would benefit from having a specific leaflet aimed at them. At a spontaneous level, most respondents were unable to think of any specific groups who would benefit from provision of leaflets, with 25% saying they could not think of any and 30% saying they did not know any. The only three groups noted by more than 2% of the sample were lone parents (10%), older learners (9%) and international, foreign or EU students (5%).

10.3 All respondents were then read out a list of different types of groups of people and asked which they felt would benefit from a leaflet targeted specifically at each group. Table 10.1 shows the total proportion of respondents mentioning each option either spontaneously or on a prompted basis.

10.4 Around two in three respondents felt lone parents (68%), older learners (67%) or carers (60%) would benefit from a leaflet targeted specifically at them. Just over one in two (56%) cited homeless people or voluntary organisations (53%).

Table 10.1
Groups that would benefit from having a specific leaflet (total: spontaneous and prompted)

Source: Q9a/b
Base: All respondents who had used "Helping you meet the cost of learning" leaflets

10.5 Sub-group responses showed that lone parents were most felt to potentially benefit from specific leaflets by Learndirect Scotland interviewees (79%) and least by secondary schools or formal IAG providers (both 57%). Learndirect Scotland interviewees (90%) were also most likely to feel that older learners would benefit, with secondary school respondents again having a low endorsement (38%) for this option. This pattern of responses is likely to reflect the different learner types that each organisation is primarily likely to be dealing with.

10.6 Responses according to size of organisation showed a number of differences (see table 10.2). Higher proportions of organisations with 10 or fewer employees were more likely to think each group would benefit from a specific leaflet than those with 11-50 or 51 or more employees (similar results were seen for these two groups).

10.7 A different pattern was seen for the number of queries received. Those with 4 or fewer queries a month were most likely to suggest lone parents (85%), older learners (79%) and carers (67%) would benefit from specific leaflets, but were least likely to think voluntary organisations would (49%).

Table 10.2
Groups that would benefit from having a specific leaflet (total: spontaneous and prompted) by size of organisations and number of queries per month

Source: Q9a/b
Base: All respondents who had used "Helping you meet the cost of learning" leaflets

10.8 At the focus groups, respondents generally judged the range of leaflets available on IAG for funding from the Scottish Executive adequate for covering the needs of key groups likely to need this type of information, and preferred the provision of a range of leaflets.

10.9 Although on first view, the "Your guide to funding" leaflet was thought to provide a good general picture of what might be available and how to apply for it, after respondents had examined the other guides, the overview was often judged less helpful by comparison: too general to meet the needs of specific groups adequately. On balance, respondents preferred the more circumstance-specific guides such as that produced for part-time learners, students with dependent children, disabled learners and so on.

10.10 Some in the groups also asserted that the range currently available was quite flexible enough to meet the needs of others not specifically covered by a guide. For example, one respondent noted that while carers would benefit from IAG on funding, that they may well qualify on the basis of other criteria such as being a mature part-time student rather than necessitating a leaflet aimed specifically at carers.

10.11 Some general and low-level resentment was occasionally detectable when respondents discussed the range of leaflets and provisions for helping the less advantaged with IAG and funding; and this could be more pronounced when respondents had themselves failed to secure funding. While provision of leaflets aimed specifically at minority groups such as asylum seekers were perceived to be of use and interest to some, many of our respondents noted that there may be little by way of requests for these leaflets and that efforts should focus on the majority at least in the first instance.

10.12 Given the secondary role attributed to written information and preferences for personal contact in the first instance, the current range of leaflets is probably adequate for their task.

IMPROVEMENTS TO INFORMATION, ADVICE AND GUIDANCE PROVIDED BY THE SCOTTISH EXECUTIVE

"Helping you meet the cost of learning" leaflets

10.13 Those intermediaries who had used the "Helping you meet the cost of learning" leaflets were asked to spontaneously mention any potential improvements that could be made to them. The majority of respondents (63%) were unable to specify spontaneously any improvements and a small number of suggestions were made, each by very small numbers of respondents. These included ⁹:

• Additional information (9 mentions);
• Send out more copies of the leaflet (8 mentions);
• Bigger font size (4 mentions);
• Leaflets available in different languages (4 mentions);
• Use of plain English/simpler language (3 mentions);
• Keep it simple (3 mentions);
• More publicity/advertising (3 mentions).

10.14 All respondents were then prompted with a list of possible improvements and asked which they felt were necessary. Table 10.3 shows the endorsement for each of these options.

Table 10.3
Prompted improvements to "Helping you meet the cost of learning" leaflets (total: spontaneous and prompted) by sub-groups

Source: Q13a/b Base: Used "Helping you meet the cost of learning" leaflets

10.15 Almost a third of respondents (30%) felt that there were no potential improvements they could think of, even after prompting, with this rising to 38% for both formal IAG providers and broader advisory groups.

10.16 The most popular suggestion was sending out more copies (29%), with less (13%) wanting fewer copies sent out. Those most keen on more copies were secondary schools (48%), and Learndirect Scotland interviewees were the most likely to want less copies sent out (28%). Two other options were requested by 22% of the sample, namely having a larger font size and merging the leaflets into one document. The only other prompted option, that of additional information, was requested by 13% of respondents.

10.17 Results according to the size of organisation are detailed in table 10.4 and show little overall correlation between the number of employees or queries and specific improvements. Those with four or fewer queries a month were least likely to feel more copies were necessary (20%) or that additional information was required (4%).

Table 10.4
Improvements to "Helping you meet the cost of learning" leaflets (total: spontaneous and prompted) by size of organisation and number of queries per month

Source: Q13b
Base: All respondents who had used "Helping you meet the cost of learning" leaflets

10.18 Respondents who said had that leaflets should be made less detailed (12 in total) were asked in what specific ways leaflets could be made less detailed. Responses were as follows:

Your Guide to Funding

• Less information/writing (2 mentions);
• Remove case studies (1 mention);
• Include bullet points (1 mention);
• More specific information (1 mention);
• Less jargon (1 mention).

Part-time Study

• Include bullet points (1 mention);
• Less jargon (1 mention).

Asylum seekers, Refugees, Migrant Workers and EU Nationals

• Too much detail is a barrier (1 mention).

What Support is Available for Young Students in Higher Education

• Less information/writing (1 mention);
• Remove case studies (1 mention);
• Include bullet points (1 mention).

Comments regarding all leaflets

• Make more concise/summarised (2 mentions);
• Simplify (1 mention);
• Make main points stand out (1 mention);
• Easy to read version (1 mention);
• Too much detail is a barrier (1 mention).

10.19 The 21 respondents who suggested that additional information was required were asked to provide further details. Specific responses were as follows:

Your Guide to Funding

• Clarify age of young students (1 mention);
• More about scholarships (1 mention);
• Clearer information on part-time study (1 mention);
• More detailed information on how to calculate funding level (1 mention);
• More scenarios (1 mention);
• Keep it updated (1 mention).

Students with Dependent Children

• More scenarios (1 mention).

Part-time Study

• More scenarios (1 mention).

Asylum seekers, Refugees, Migrant Workers and EU Nationals

• How to find more concise information (1 mention).

What Support is Available for Young Students in Higher Education

• Local information (1 mention).

Comments regarding all leaflets

• More case studies (2 mentions);
• More specific information (2 mentions);
• More information on (impact of) benefits (2 mentions);
• More links to other areas (2 mentions);
• More detailed information (1 mention);
• Information on transferring from college to university (1 mention);
• More information on funding status (1 mention);
• More up-to-date application forms (1 mention).

10.20 All respondents who had used any of the leaflets were also asked to state if they had any specific suggested changes to make for particular leaflets. However, virtually all of the 174 respondents either said they had no suggestion (87%) or did not know of any (5%). No specific suggestion was given by more than one individual respondent and a full listing of any comments made can be accessed in the full set of computer tabulations.

10.21 During the qualitative discussions respondents made little by way of comment on any specific changes they would like to see made, although there were comments from some that the leaflets needed more clarity in terms of the information provided. One or two of our respondents assumed that the leaflets were targeted at intermediary and advisory audiences rather than members of the general public.

10.22 One of the primary needs identified by qualitative respondents was that any information, advice and guidance provided should be both consistent and accurate. The current series of leaflets was seen to meet this need. Comments provided by respondents referred more to a need to increase awareness levels of this IAG and this will be covered in a later section of this chapter.

Suggested Improvements to CPAG Handbook

10.23 All 39 intermediaries who used the CPAG handbook were asked to say if there were any specific improvements that they felt could be made to it. The vast majority of respondents either felt that no changes were necessary (72%) or could not think of any specific changes (10%). Specific changes that were suggested and the number of respondents suggesting them are as follows:

• Bigger print (2 mentions);
• Wider distribution/marketing (1 mention);
• Better quality paper (1 mention);
• Less bulky (1 mention);
• Less information (1 mention);
• Clearer wording (1 mention);
• Less complexity (1 mention);
• Better promotion (1 mention).

Suggested Improvements to CPAG Advice Line

10.24 All 21 respondents who used the CPAG Advice Line were asked to say if there were any specific improvements that they felt could be made to it.

10.25 In total, 8 of the 21 respondents (38%) said that no changes were necessary, with 2 more saying they did not know of any potential changes. Specific changes that were suggested and the number of mentions of each were as follows:

• Extend hours of access (5 mentions);
• More operators/make sure it is always manned (3 mentions);
• More phone lines (1 mention);
• Immediate response (1 mention);
• More regional (1 mention).

Suggested Improvements to CPAG Training

10.26 When asked for specific improvements to CPAG training, 10 of the 13 respondents said there were no necessary changes and one could not think of any changes. One of the remaining two interviewees said that the course should last for longer than one day, and the other said that it was necessary to have more knowledgeable trainers.

Suggested Improvements to CPAG email Advice Line

10.27 Only five respondents had used the CPAG Email Advice Line (as detailed earlier). None of the five had any specific suggestions for improving the email system, with four saying none were needed and one that they could not think of any.

Suggested Improvements to Funding for Learners Website

10.28 All 77 respondents who used the website were asked to say if there were any specific improvements that they felt could be made to it.

10.29 Most of these either felt that there were no changes that were necessary (58%) or could not think of any specific changes (21%). Specific changes that were suggested and the number of respondents suggesting them were as follows:

• Better links/links that work (3 mentions);
• Make it simpler/less complicated (3 mentions);
• More/regular updates (2 mentions);
• More in-depth information (2 mentions);
• Clearer links (1 mention);
• More detailed information about the links (1 mention);
• Clearer signposting (1 mention);
• An email facility that works (1 mention);
• More application forms (1 mention);
• Make it easier to download application forms (1 mention);
• Information that is easier to understand (1 mention);
• Stand-alone website separate from the Scottish Executive website (1 mention);
• Promote it more (1 mention);
• Make it easier to find specific areas of the website (1 mention).

Other Changes that could be made to IAG from the Scottish Executive

10.30 After being asked about the changes that the Scottish Executive made in 2005 respondents were asked if there were any other changes that they felt could be made concerning the provision of Information, Advice and Guidance on funding for learners by the Scottish Executive (see table 10.5).

10.319 Just over one in five (22%) respondents had no suggestions and a further 32% were unable to think of any possible options. The only two options mentioned by more than 4% of the sample were for better promotion of IAG available (8%) and 6% asking for more or better TV/Internet advertising specifically.

Table 10.5
Other changes that could be made to provision of IAG

Source: Q27
Base: All respondents (508)

ONGOING PROVISION OF IAG

10.32 While many intermediaries participating in the telephone interviews found it difficult to spontaneously suggest improvements to existing IAG, all were asked their level of agreement as to whether they would like to see the leaflets/fact sheets retained. Responses to this question are provided in table 10.6 and have been split between those aware of and those using each different type of IAG.

10.33 Across the sample as a whole, 76% of respondents agreed to any extent that they would like to see the leaflets/fact sheets retained (this figure includes users and non-users of IAG). When we examine the views of those who were aware of and/or used each type of IAG, levels of agreement were higher. Almost nine in ten or more respondents aware of each form of IAG wanted to see the leaflets/fact sheets retained (94%), the Student Support and Benefits Advice Service retained (86%) and the Funding for Learners website (88%). These figures are higher among users of each form of IAG (leaflets/fact sheet: 99%; Student Support and and Benefits Advice Service: 97%; Funding for Learners website: 96%).

Table 10.6
Extent of agreement that IAG should be retained

Source: Q25
Base: All respondents aware of and/or have used IAG

10.34 Rather than outlining changes they would like to see made to existing forms of IAG, learners and potential learners participating in the qualitative discussions noted a number of additions they would like made to existing forms of IAG.

One clear channel or point of access for information

10.35 With the exception of students citing SAAS, both groups of learners agreed there is no one clear channel to access or point of contact where IAG on funding can be accessed. Furthermore, there was a preference for information to be provided early in the process of applying for a course, perhaps at the same time as a prospectus was being accessed or an application for a course was being made. Suggestions included provision of IAG on funding alongside prospectuses or that leaflets on IAG should be placed inside the prospectus as a point of reference to make people think about funding before enrolling on a course. Preferences were for a "one-stop shop" approach to provision of funding and education providers themselves were perceived to be the most obvious source of IAG on funding for learners.

"It's too complex a process…. The onus is on the individual to go and find out for themselves."

Part time prospective, Rural

10.36 Almost all respondents felt that colleges should have a nominated individual or office where IAG on funding for learners is available. There were also comments that this information needs to be accurate and up-to-date. This could be a body such as a student office or a dedicated channel, but the important thing is to have a single, known (advertised) access point. While a small number of institutions appeared to have this already, this was the exception rather than the rule.

10.37 Better joined-up-working between different institutions over funding implications was also thought desirable, especially by some of our mature learners already in receipt of benefits. For example, someone in receipt of housing benefits had been able to obtain information on funding to which they might be available, but was then unable to ascertain the impact any funding would have on receipt of housing benefits. Some part-time learners had a preference to study full-time but noted that this was not possible because of a loss of benefits. One respondent attending a group in Glasgow noted,

"I have a friend who works in a job centre but he is not in the right area for me to ask him for information, and when I asked in my local job centre, they couldn't provide me with information."

Time of delivery of IAG

10.38 As outlined earlier, a number of respondents felt the emphasis was very much on the course when respondents first made enquiries, with less focus on the funding aspects - a typical response being: "oh you fill out forms later and you will find out what funding you can get once you have filled out forms etc."

10.39 As a result, some felt there should be more information given on funding when an initial query or application for a course is made, rather than being accepted on a course and then realising they cannot afford it and having to give up. This was perceived by some as a reason as to why drop out rates are often so high. There was an acknowledgement that many learners do not have any idea whether or what they might be entitled to, and that providing information to potential learners as early as possible could aid both student retention and the likelihood of accessing courses.

10.40 There were also some suggestions for an advertising campaign to be run in parallel with the advertising of courses and at the time of year when greatest numbers of potential learners are applying for courses. One suggestion made by a respondent was,

"Why don't they advertise the availability of funding alongside the courses they are advertising? Like in August or September when they advertise evening classes, there needs to be information on how to get funding or who to contact to see if you might qualify for funding."

Current Learner, City

Greater pro-activity on the part of providers

10.41 Given that many of our learners and potential learners were unaware of where to access IAG on funding, it is not surprising that there were requests for a more pro-active approach on the part of learning providers to make IAG more readily accessible to learners. Providers of education were seen to be the primary port of call for information, although other suggestions included a wide range of different organisations including any offices open to the public such as libraries or council offices; doctors' surgeries, citizens advice bureaux and other voluntary organisations and job centres.

"A one-stop directory is what you're looking at. Something where you can go and say 'I'm here, I'd like to do this' and it all fans out from there; that is what you require, this is where you can find it or you find an access route to it from that one particular place."

Potential Learner, Town

Telephone Helpline

10.42 While many of these respondents identified a need for personal contact, some also felt that a telephone helpline would serve as a one-stop shop where information, advice and guidance on funding for learners could be accessed. This notion of personal contact was particularly important given that the current leaflets were seen to be tentative in the information provided. Most respondents, having read one or two of the leaflets then had questions to which they could not get answers from the leaflets. However, some respondents queried how this would be publicised or used and noted that poorly manned telephone lines elsewhere have made many sceptical about the quality of such a service; and those with language problems or some disabilities were also less enthusiastic.

Publicity and Increasing Awareness

10.43 Given the lack of awareness of any IAG on funding for learners, many respondents noted the need for an advertising campaign to sit alongside current IAG and to tell people that help exists and where to access this help. Preferences were for a television advertising campaign as it was felt this would have greatest reach, although some noted that advertising on local radio stations, local papers and bus sides would also have an impact in helping to increase levels of awareness.

10.44 One respondent suggested the use of text messaging to disseminate information, advice and guidance on funding for learners and potential learners. Another suggested that an advertising campaign could be publicised in night clubs, at leisure centres or within the Big Issue or any other magazine aimed at specific groups of individuals. Yet others suggested an online self-completion tool, like a mortgage-searching tool, that might provide a decision in principle for those on the brink of taking the plunge back into learning.

ATTITUDES TO IAG

10.45 Finally, in this chapter, the views of respondents in relation to current provision of IAG by the Scottish Executive backs up earlier data in relation to the need for greater publicity and increased awareness of what is available. All respondents were asked a range of statements about IAG. The response from the total sample is shown in chart 10.1.

10.46 As chart 10.1 shows, higher proportions of respondents agreed with each statement than disagreed. However, the proportion of respondents saying "don't know" is relatively high in some instances, further reinforcing the lack of awareness and/or usage of Scottish Executive IAG as demonstrated earlier in this report. Respondents were most positive about Scottish Executive IAG making their job easier (62% agreed this was the case compared to 26% disagreeing). Just over one in two respondents (52% in each case) agreed that sources currently available on IAG from the Scottish Executive for funding are sufficient or that accessing IAG for funding is easy via the Scottish Executive.

10.47 Only 34% of respondents agreed that Scottish Executive sources of IAG for funding are better than others, although 52% of respondents were unable to agree or disagree with this statement.

Chart 10.1
Attitudes towards IAG

10.48 When we examine the average scores attributed by different sub-groups of users to each of these statements, community/voluntary groups were generally less positive for each statement and universities/colleges and secondary schools were generally most positive.

Table 10.7
Extent of agreement with attitudinal statements by users of any type of IAG

Source: Q25
Base: All respondents who have used any form of IAG

10.49 In summary,

• Key groups that intermediaries felt would benefit from a specifically targeted leaflet were lone parents (68%), older learners (67%), carers (60%) and homeless people (56%). Learners and potential learners felt that while it might be useful to develop targeted leaflets for more specific audiences such as lone parents or carers, it was more important to develop a one-stop shop where direct contact could be made to access all relevant information, advice and guidance on funding. As such, many felt that the overview of learning leaflet with links to other sources of IAG was sufficient in the first instance.
• The range of IAG available from the Scottish Executive appears to be well regarded by intermediaries who are aware of it and/or who are using it, as the majority of intermediaries were unable spontaneously make suggestions for any specific improvements they would like to see made to each type of IAG. Where any suggestions were made, they were made by very small numbers of intermediaries, which suggests that there is no one aspect of this IAG with which there are problems in terms of usage. At a prompted level, the improvement requested by greatest proportions of intermediaries was the provision of more copies.
• Two key suggestions made by intermediaries for improvements to the CPAG Advice Line were that hours of access should be extended and to ensure continuous manning/more operators. Learners and potential learners also noted a need to offer a means by which direct contact could be made with advisers and a helpline offering access to IAG on funding was prioritised as a necessary development.
• During qualitative discussions respondents made little by way of comment on any specific changes they would like to see made, although there were comments from some that the leaflets needed more clarity in terms of the information provided. One or two of our respondents assumed that the leaflets were targeted at intermediary and advisory audiences rather than members of the general public such as themselves.
• There were comments from both intermediaries and learners of a need for a publicity/advertising campaign to increase awareness (and thereby usage) of this series of guides.
• Learners and potential learners outlined a number of improvements they would like to see to IAG:
• One clear channel or point of access for information - a one-stop shop approach to the provision of funding;
• Delivery of IAG at a point in time when initial enquiries about course availability are being made;
• Greater pro-activity on the part of intermediaries who are advising on IAG for funding;
• Provision of a telephone helpline;
• Publicity/advertising campaign to promote all sources of IAG on funding for learners and thereby increase awareness and/or usage of these.
• The attitudes of intermediary users of Scottish Executive IAG are relatively positive and back up the view that those who use the current sources of IAG are largely happy with these.

« Previous | Contents | Next »