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CHAPTER 12: CONCLUSIONS
12.1 Given that intermediaries who participated in this study were selected from sample provided by the Scottish Executive (with the exception of community/voluntary groups), it is perhaps disappointing that levels of awareness and thereby usage of the different forms of IAG available from the Scottish Executive are in general relatively low.
12.2 In instances where IAG on funding is used, intermediaries appear to be largely happy with what is available and are unable to suggest much by way of improvements they would like made. As such, this data suggests that there is nothing intrinsically wrong with IAG provided by the Scottish Executive and that the issue is primarily one of a lack of awareness of each of the sources of IAG or a lack of understanding on the information provided by each.
12.3 However, while there is a degree of awareness and usage on the part of intermediaries, there is very little awareness on the part of learners and potential learners (although it needs to be borne in mind that this cannot be quantified by this study as we only conducted qualitative research among this audience). Many of those interviewed relied on word of mouth and other informal routes to access information.
12.4 The qualitative research found that only the "Funding for Learners" and "Part-time Funding" leaflets were at all familiar to any of the respondents in the groups, and even these were unknown to most of the respondents in all the groups. So this suggests that although intermediaries claim to be providing these leaflets to their clients, somehow they are not actually reaching many learners and potential learners.
12.5 The key issue in relation to learners and potential learners was that, despite providing a helpful initial overview of options and possibilities, the range of IAG was not felt to actually help in understanding where their own personal circumstances placed them as regards funding help. A small number also felt that this information was misleading.
12.6 There is clearly a need to increase awareness of this range of information, advice and guidance among both intermediaries and learners and potential learners. There are calls for a publicity/advertising campaign, although there is a need to ensure that any advertising reaches the audiences at which it is aimed and at a sensible point in time, and through routes that are closely aligned to the early stages of the application process.
12.7 We believe it would be beneficial to develop a form of 'one-stop-shop' and helpline that can be accessed directly by intermediaries, learners and potential learners as a central and trusted source of information. This would aid learners and potential learners with queries over how funding will impact on other benefits received, and would help to reduce some of the current confusion surrounding funding sources. This research also suggests that, particularly for migrant workers and asylum seekers, there is also a need for face-to-face contact to overcome language difficulties and a fear of officialdom. The research also suggests that direct advice, support and encouragement of this kind (e.g. through support organisations), can enhance the likelihood of learners and potential learners not only accessing information, but applying for funding and completing courses that they may not have done otherwise. It should be noted that the Scottish Executive has been developing a national service to provide information on funding to learners. This is due to be launched shortly and will be managed by Learndirect Scotland.
12.8 Funding information needs to be available at the point of application and provided alongside prospectuses or other information provided by education providers. While there is a wide range of different intermediary organisations offering IAG on funding, colleges and universities providing courses are seen to be the most obvious source of IAG and it is crucial that they can proactively provide accurate, up-to-date and consistent information. The qualitative research phase suggested that only a few education providers currently offer this form of service.
12.9 Prior to this evaluation, a number of benefits to the overview "Guide to Learner Funding" were identified as requirements by the Scottish Executive and views on these possible benefits are largely positive, with over three quarters or more intermediaries agreeing that this leaflet:
- fills a wide gap in the current provision of information on funding;
- provides a clear and learner focused overview of the support that is available to adult learners;
- offers a more holistic approach to enable potential learners to be aware of the available funding options;
- provides IAG intermediaries with access to good quality summary information produced by a central source, ensuring consistency and accuracy for use by them directly, or to assist them in the provision of their own material;
- helps eliminate the duplications and inconsistencies that are currently apparent between different organisations' material.
12.10 Information, advice and guidance on funding for learners and potential learners produced by the Scottish Executive was seen to be clear, straightforward and user-friendly from the perspective of learners.
12.11 This range of information could provide a good starting point for learners and potential learners to access information, advice and guidance and links to other IAG are perceived to be very useful.
12.12 Prior to this study, it was hoped that the range of publications would break down complex information for learners and potential learners into manageable chunks and that potential learners need to have information and advice which is appropriate to their circumstances. Earlier research (The Learner Research) also identified that there are certain groups who feel they have less information on the financial support available, including part-time students and disabled students who often do not know that they are eligible for extra support.
12.13 Improvements made to the overall IAG funding service mean that there is increased accuracy and consistency of information available to these groups and to other users and potential users. The level and type of information provided has the potential to be a good starting point for learners and potential learners looking for information, advice and guidance on funding. However, this provision also needs to be backed up by opportunities for learners and potential learners to address specific questions on their personal circumstances to an intermediary, and preferences were for a single access point available to all enquirers.
12.14 While the CPAG handbook aims to be one of the key resources available for IAG providers, there was very little awareness of this among learners and potential learners. That said, there were requests for information on the effects that participation in learning would have on benefits currently received. In line with this, there were calls for one source of information that can provide information on likely levels of funding and the impact of this upon benefits received.
12.15 While learners and potential learners note the usefulness of having one recognised website source to help eliminate the discrepancies and duplication of information on summary learner funding, there was very little awareness of this website. Furthermore, the Scottish Executive is not perceived to be an obvious source to access for this type of information. While the quantitative data suggests that the website can provide an initial source of funding information for IAG intermediaries, usage of this is relatively low (only 21% of our intermediaries claimed to have used this).
12.16 In summary, intermediaries welcome the range of information available (leaflets, Student Support and Benefits Advice Service ( CPAG) and the website), although learners and potential learners focuse primarily on the leaflets as of primary importance.
12.17 While IAG produced by the Scottish Executive is welcomed by intermediaries and learners, the quantitative and qualitative data suggest that this material is not widely available to all learners and potential learners. Furthermore, many potential users of this information, advice and guidance are unaware of it, and/or how and where to access it. This lack of awareness tends to override many issues emerging from this evaluation.
12.18 There is a need to develop marketing materials and an information campaign to increase awareness of IAG that is available. Furthermore, a single access point that is well publicised is also needed.
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