The Scottish Government

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EXECUTIVE SUMMARY

BACKGROUND

1 In February 2003, the Scottish Executive published 'Life through Learning: Learning through Life', its five year strategy for lifelong learning. As part of its 5 year strategy, it makes a commitment to undertake a review of the funding provision for learners, with the main aim being to consider the scope and practicalities of existing entitlements to funding for learners.

2 In 2004 the Review of Funding for Learners identified a number of key gaps and anomalies in the provision of funding to post-16 individual learners and, in 2005, a number of key actions were undertaken by the IAG Delivery Group to improve IAG on funding for learners. Key changes were improved IAG services, revised publications and wider dissemination of existing material.

3 While some initial qualitative research was undertaken in 2005 that provided some insights into perceptions of intermediary groups, a need was identified to undertake robust quantitative research among both intermediaries and learners/potential learners. In August 2006, George Street Research was commissioned to undertake a further stage of research to evaluate the effectiveness of recent changes introduced to improve the quality and consistency of IAG on funding for learners. It was intended that the research should focus on the effectiveness of the three actions that were recommended as a result of the earlier Funding for Learners Review:

• The CPAG Students and Benefits Information and Advice service for front-line advisers;
• The set of Funding for Learners publications, including an overview and specific publications for different groups of learners
• The Funding for Learners website.

OBJECTIVES

4 There were 2 key objectives to this study:

• To explore the perceptions of intermediary groups to examine their views on the quality and consistency of information, advice and guidance for learners on funding;
• To explore the perceptions of learners and potential learners to examine their views on the provision, access to and quality/consistency of information, advice and guidance on funding.

METHODOLOGY

5 A quantitative telephone methodology was employed to access the views of intermediaries. Quotas were set on six specified subgroups of intermediaries (secondary schools, community/voluntary organisations, Learndirect Scotland branded learning centres, colleges/ universities, formal IAG providers and broader advisory groups). A total of 508 interviews were conducted with intermediaries.

6 A qualitative methodology was employed to access the views of learners and potential learners among both the general public and within specific hard-to-reach groups. A combination of qualitative techniques was employed, comprising full and mini focus groups and triad in-depth interviews. A total of 12 groups and 6 in-depth triad interviews were conducted.

7 AWARENESS AND USAGE OF IAG

• Intermediary views were polarised as to whether they were aware of available funding options (45%) or not (48%).
• However, learners and particularly potential learners were largely unaware of any sources of IAG on funding for learners. While they noted a range of organisations that might be expected to provide IAG, the educational provider is perceived to be the obvious starting point. Importantly, some learners assumed that an absence of information means that no funding is available.
• While a range of different sources of IAG on funding were used by intermediary organisations, there was a degree of reliance (by 32%) on materials produced by their organisation or on information from websites in general (cited by 37%).
• At a spontaneous level, usage of IAG on funding produced by the Scottish Executive was relatively low, with only 14% of intermediaries citing "Helping you meet the costs of learning" leaflets and only 4% citing the "Funding for learners" website or the "Student Support and Benefits Advice Service ( CPAG)". The heaviest spontaneous mentions for "Helping you meet the costs of learning leaflets" were from formal IAG providers and Learndirect Scotland.
• At a prompted level, awareness figures rose with almost one in two (47%) intermediaries aware of "Helping you meet the costs of learning leaflets" and almost two in five being aware of "Funding for learners" website (38%) or Student Support and Benefits Advisory Service ( CPAG) (37%). Across all intermediaries however, 29% claimed not to have heard of any of the types of IAG produced by the Scottish Executive. Highest levels of awareness for "Helping you meet the costs of learning" were from universities/colleges (75%), formal IAG providers (74%) and Learndirect Scotland (61%). Higher proportions of community/voluntary organisations were unaware of any of these sources (50%).
• In terms of usage specifically, 48% of intermediaries aware of "Helping you meet the costs of learning leaflets" had actually used these, 21% had used the Funding for Learning website and 19% had used the Student Support and Benefits Advice Service. Usage of each type was highest among universities/colleges and lowest among community/voluntary organisations.
• There was a preference from learners and potential learners for funding information to be available at the point of application and provided alongside prospectuses or other information given by education providers. However, actual experience showed that this ideal does not happen in reality. There is a degree of reliance on word of mouth or informal sources of information, although some individuals were receiving help from a specific organisation or voluntary body. Those finding it easiest to access information on funding tended to be those leaving school and going straight into some form of education.
• There are a number of criteria that learners and potential learners take into account when making decisions about education and courses, although funding was of paramount importance for all. Many respondents noted that decisions can be hindered or delayed due to an absence of information. For respondents in receipt of state benefits, there were often conflicts between trading off available education based funding against existing income sources such as housing benefit.
• Learners and potential learners noted that it can be difficult to raise funding, as much because of the complexity of the process as well as a scarcity of help and advice.

8 USAGE OF "HELPING YOU MEET THE COSTS OF LEARNING LEAFLETS"

• Of those intermediaries using any of the "Helping you meet the costs of learning" leaflets, the overview of learner funding - "Your Guide to Funding" - was used by the greatest proportion (71%) of intermediaries; the leaflet on part-time study was used by 62% of intermediaries, and the leaflet on students with dependent children used by 53%. Frequency of usage was greatest for the Guide to funding (21.6 times per year) and Young HE students (20.7). A majority of intermediaries claimed to use these leaflets either "all" or "some" of the time across a range of different situations. When asked to rank the leaflets in order of importance, 61% of intermediaries rated "Your guide to funding" as the most important.
• The views of users of these leaflets were positive, with all receiving a score of 7.2 or more (from a maximum of 10) in terms of their usefulness. Furthermore, three quarters or more of the intermediaries agreed that the range of leaflets available:
• • Fill a wide gap in the current learner provision of information on funding
  • Provide a clear and learner focused overview of available support
  • Offer a more holistic approach to enable potential learners to be aware of available funding options
  • Provide access to good quality summary information produced by a central sources
  • Provide access to consistent and accurate information
  • Provide information that assists intermediaries in provision of their own materials
  • Help to eliminate duplications and inconsistencies currently apparent between different organisations' materials.
• Similarly, the large majority of intermediaries also noted that:
• • Information provided within the leaflets is clear, concise and easily understood
  • The leaflet on learner funding is very useful
  • The leaflets explain fully all the issues surrounding funding
  • The leaflets are well laid out and cover all areas of importance concerning funding or that directions to other sources of advice provided at the back of the leaflet are useful
• Learners and potential learners, while largely unaware of any sources of IAG, were positive toward the concept of a series of guides aimed at different sub-groups of people. However, some respondents (on examining the series of leaflets) felt that these were too general to provide definitive answers to questions and that information provided was too conditional. There were requests for information from an expert or adviser in the first instance, with this series of guides then being a useful secondary source of IAG.

9 STUDENT SUPPORT AND BENEFITS ADVICE SERVICE ( CPAG)

• Although there was low usage from intermediaries as a whole (only 67 had used the CPAG handbook, the advice line or the email advice line), views on each element were largely positive from users.

10 FUNDING FOR LEARNING WEBSITE

• Overall, usage of this website was low (by only 77 intermediaries), although views of users were largely positive in relation to:
• • Links seen as useful and always working
  • Information seen as clear, concise and easy to understand
  • Website having clear signposting; being up-to-date; or that you could always find information you were looking for.
• Learners and potential learners - generally those who were computer literate - liked the site and felt it was consonant with financial information provision. However, not all were computer literate and some had little experience or understanding of website usage. For some, the "official" look of the site was offputting. There was virtually no spontaneous thought to access the Scottish Executive website for information on funding. Again, there were preferences from most for direct contact with intermediaries who could provide advice.

11 BARRIERS TO USAGE

• Reasons for non usage among intermediaries who were aware of each of the 3 channels of information but who had not used each, related primarily to "not realising it would be useful". Only a minority claimed not to use each element of the service because they accessed the information elsewhere; furthermore, no single organisation(s) emerged as providing this type of information; rather a wide range of different organisations were each cited by small numbers of intermediaries.
• The key barrier for learners and potential learners was a lack of access to accurate and consistent information and the lack of a central, transparent source of IAG (a one-stop shop). Other barriers included:
• • Lack of pro-activity on the part of providers
  • Confusion over fragmented and alternative sources
  • Concern over a loss of other benefits (housing benefits etc)
  • Previous bad advice on available funding
  • Red tape and a fear of officialdom

12 AWARENESS OF CHANGES TO IAG PRODUCED BY SCOTTISH EXECUTIVE

• Only a minority of intermediaries (27%) were aware of any changes introduced in 2005 to improve the quality and consistency of IAG on funding for learners. Awareness of any changes was highest among universities/colleges (54%), Learndirect Scotland (36%) and broader advisory groups (33%). Over half (54%) of these intermediaries felt that changes were for the better and only 1% felt that changes had been for the worse. Key reasons for this improvement were that information was more readily available and that it had helped to increase awareness of funding possibilities.

13 INFORMATION PROVISION

• There were high levels of interest for each type of IAG of which intermediaries had not heard (69% for "Helping you meet the costs of learning" leaflets, 64% for the Student Support and Benefits Advice Service and 69% for the Funding for learning website). Across each type of IAG, highest levels of interest were shown by formal IAG providers and lowest levels by community/voluntary organisations. Preferences for the provision of these were pamphlets/brochures (48%), email attachment (46%) and hard copy (41%).
• For those who had used any of these forms of IAG, hard copy was the key means by which "Helping you meet the costs of learning leaflets" had been received (cited by 97% of intermediaries) and this was the preferred means for the future (86%).
• Learners and potential learners noted the importance of direct contact - preferably on a face-to-face basis. There were also some calls for a telephone helpline, although this was not universal across all sub-groups of learners. While these groups noted that this information could be provided in a range of different formats, preferences were for the website to serve as a secondary source of IAG rather than a primary source.

14 THE FUTURE

• Intermediaries noted that lone parents (68%), older learners (67%), carers (60%), the homeless (56%) and voluntary organisations (53%) would benefit from a guide aimed specifically at them. However, learners and potential learners felt that circumstance-specific guides were needed, although, given the secondary role attributed to written information, the current range of leaflets was seen as suitable.
• All users of each form of IAG were asked to state what improvements could be made and only a minority of intermediaries noted any specific improvements.
• Importantly, a majority of those aware of each form of IAG and those who use each form of IAG noted a need to retain this. Some of the comments made noted the need to raise awareness of what is available and/or the need for an advertising campaign.
• Learners and potential learners noted a need for:
• • One clear channel or point of access for information
  • Delivery of IAG at a suitable point in time, for example, when initially searching for information on what courses might be available or at Open Days
  • More pro-activity on the part of providers
  • A telephone helpline
  • A publicity/advertising campaign to help raise awareness of IAG on funding.

15 THE VIEWS OF DIFFERENT GROUPS

• Regardless of the group they represented, there were concerns noted by all groups of learners and potential learners of the confusion between the provision of funding for learners and the impact this has on receipt of existing benefits.
• The key issue for asylum seekers and migrant workers related to language and this has a capacity to impact on other issues of concern. For some, there was also a fear of officialdom.

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