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CHAPTER 11: THE VIEWS OF DIFFERENT GROUPS OF LEARNERS AND POTENTIAL LEARNERS
11.1 As noted in chapter 2, a range of different learner and potential learner groups were recruited to participate in the qualitative work including: lone parents and older/ mature students; part-time learners; those with dependent children; asylum seekers; migrant workers; and the disabled. While in many instances their attitudes, awareness and understanding of different forms of IAG were similar, there were some differences between these groups as regards their overall experience of accessing IAG. This chapter examines these differences and highlights any ways in which IAG needs to be differentiated.
11.2 One real area of concern, highlighted by many of the respondents who participated in this study (disabled potential students, carers, potential learners, mature students and so on), was the confusion about possible loss of other benefits if they received funding for learning. Because funding was administered by separate organisations, respondents had real problems getting clear information about how their status would be affected.
Asylum Seekers and Migrant Workers
11.3 Many asylum seekers had language problems and these tended to exacerbate all other issues. Their experiences were also dominated by a sense of insecurity and suspension and the perception that they cannot truly plan for their future while awaiting a Home Office decision over whether or not they can remain in the country. As with other groups, there were some instances of misinformation and one asylum seeker who reached Higher Education had been badly misinformed by his college about his eligibility for study. He completed a whole year and then had to leave his course and seek a part time alternative because of a rule preventing asylum seekers from studying full-time. His wife had had a similar experience.
"In 2003 when I came here, I didn't know that Asylum Seekers are not allowed to do full time so when I was filling in a form to have something to do so I said OK I'll do full time, I've got plenty of time. So after six months they later told me you're not allowed to do full time. So because it had been six months and I was really enjoying it, when I was told I can't continue because there's no part time in this course just full time so I had to go home and stay home and wait for another year just to apply."
11.4 Face-to-face contact, providing correct and up-to-date information, is the only realistic option for those in who have difficultly understanding complex spoken or written English. For some of these respondents, because of these language barriers, the telephone is a problematic communication channel. And again, as with others in this research, they know of no single 'portal' or 'map' to help them find their way. For some, even finding a first English course sounded almost accidental, and getting on the next step after that involves an intimidating learning curve.
11.5 One further issue for asylum seekers related to their suspicion of anything that looks official (particularly as many have fled from their own governments) and they are loathe to supply their personal details via routes other than face-to-face (e.g. a website) in case they make mistakes or do something wrong.
11.6 In some instances, individuals had accessed help via specific support organisations and commented on how supportive these had been.
11.7 Three migrant workers in part time study had relied on word of mouth to find out about funding. Their college had been unable to provide any specific information in relation to any help to which they might be entitled. They had been to a job centre to say they were interested in studying English and had been told they were asking in the wrong place for information in relation to funding. One had heard of citizens' advice bureaux as being a good source of information but had not been there to ascertain whether or not this was the case. The source of information they had found the most helpful was the ILA number.
11.8 Through these experiences, they had a perception that this country is not geared up to educate and support international students (although Inverness was the only place they knew, so their view was tainted by what they described as a very bad experience). There were some rumours within the migrant community about funding that is available for part-time students who are earning a certain amount of money, but they had not been able to find anyone official to confirm this prior to our interview. Two of these migrant workers would like to go to study full time business degrees but had been put off by the experience they have had and again are not sure where they would turn to get information and advice and guidance.
Disabled Students
11.9 Other than those issues applying to all learners or potential learners, there were few specific problems noted by disabled respondents and some noted that they had received help that other respondents indicated that they would have been glad to receive. Again, this seems to relate primarily to the use of an intermediary organisation for advice and support. Some disabled students were receiving help from a voluntary organisation which was motivating them to go to college, helping motivate them about learning, and then guiding them through the paperwork and application process, including funding, to get their courses underway.
11.10 One area of interest raised by some disabled students was a lack of information and advice available when a disability or other life change arises when they are in the middle of their course, rather than being present when they first register. One person in this situation reported that medical experts had never even raised the question of funding, despite the enormous impact of his condition on his life.
Mature Students
11.11 Throughout the groups, it was clear that securing funding successfully often depended upon the help of an intermediary organisation or a champion, and nowhere was this clearer than amongst mature students pursuing higher education courses. Some noted the importance of a particular body or person who had championed their efforts and who had sought out information for them to access learning opportunities. For those who had gone down this route, the process of applying for courses and gaining funding was perceived as much easier when compared to most mature students. Mature students typically indicated they rarely found other support unless they qualified for low-income, disability or single-parent funding and were, subsequently, sometimes working 12-hour days or making enormous financial sacrifices to fund their courses.
11.12 An example of this support was one female respondent who was being supported by a marriage guidance body. They were not her employer, but had put her up for the course and got behind her doing it. Others indicated that they had received some help from employers, though this could be a double-edged sword as employers often attached conditions to such offers which made respondents wary of taking such support up.
Parents
11.13 Both single and partnered parents reported many difficulties in accessing courses, determining eligibility for funding, and securing IAG. Respondents perceived rules as complex; qualifying household income thresholds are low, which can seem punitive if families are larger or work responsibilities are shared or unconventional; and adequate childcare can be difficult to secure and pay for.
11.14 In some ways, single parents could be better positioned to access IAG, as they often already qualified for help with many aspects of their lives (e.g. housing benefit) and were in touch with one or more persons who could help them with specific questions (both the Benefits and Tax Credits agencies were mentioned). However, other parents could fall between one set of rules and another and quickly find themselves struggling. At one college where bursaries for childcare had been made available from emergency funds, a partnered parent found herself in great distress when the funds suddenly dried up, as her partner's income was essential to the household, and there was no member of her extended family or social circle who could provide child-care.
11.15 In summary,
- Although there were some differences identified between sub-groups, key to all of these different types of learner and potential learner groups was the need for a source of support, advice and encouragement that can be accessed to obtain IAG on funding for learners. This not only helped learners and potential learners to access funding, but in some cases supported and encouraged learners to take up and complete courses.
- Across most of the groups of learners and potential learners participating in this study, there was confusion surrounding the provision of funding for learners and how this would impact on receipt of existing benefits (the exceptions to this were those leaving school or undergraduates).
- The key issue in relation to asylum seekers and migrant workers was that of language barriers, and these served to exacerbate other issues. Some asylum seekers and migrant workers also had a heightened sense of insecurity and fear of "officialdom". In some instances, there were specific organisations providing general support and advice and sometimes they would also offer help with IAG for funding. The opportunity to receive face-to-face advice and support to overcome concerns and difficulties was of particular importance to this group.
- Most disabled students had received help from a voluntary organisation, although there were some comments that changes to disability mid way through education were ignored by education providers.
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