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CHAPTER 3: AWARENESS AND USAGE OF IAG

3.1 While the key focus of this study is to examine views on information, advice and guidance ( IAG) produced for learners and potential learners by the Scottish Executive, it is also important to ascertain all sources of IAG that are utilised by intermediary organisations. This chapter examines awareness of all sources of information on IAG as well as levels of usage of each.

AWARENESS OF ALL FUNDING OPTIONS

3.2 During the course of the telephone interview all intermediaries were asked to state the extent to which they agreed or disagreed that they were aware of all the funding options available to potential learners (see table 3.1).

3.3 Across the sample as a whole, views were polarised between those who agreed that they were aware of the available funding options (45%) and those who disagreed that they were aware of the available funding options (48%). Only just over one in ten (11%) of the total sample agreed strongly, while just over one in five (21%) strongly disagreed.

3.4 When we examine the views of different sub-groups within the sample, some differences exist. While the views of respondents within secondary schools and Learndirect Scotland were broadly in line with the overall sample, a higher proportion of universities/colleges agreed to any extent that they were aware of all funding options than disagreed (80% compared to 17%). Similarly, higher proportions of formal IAG providers agreed they were aware of funding options (64% compared to 33% disagreeing to any extent). Conversely, higher proportions of community/voluntary groups disagreed that they were aware of funding options than agreed (67% compared to 16%).

Table 3.1
Extent of agreement of awareness of all the funding options available to learners and potential learners

Source: Q25
Base: All respondents (508)

3.5 There was a correlation between awareness of funding options in terms of both size of organisation and the number of queries dealt with each month. Overall, organisations with 51+ employers had higher proportions agreeing that they were aware of funding options available (53% compared to 45% in organisations with 11-50 employees and 36% in organisations with <10 employees). Similarly, those with fewer than five queries a month were less aware of funding options (33% agreeing) compared to those with between 5-25 queries (52% agreeing) or those with more than 25 queries (66% agreeing).

3.6 Learners and potential learners at the focus groups were also largely unaware of any sources of information, advice and guidance on funding; in two groups, no-one was aware of any available funding information at all. Current learners and recent learners looking for another course were likely to know more than potential learners, as they had just been through the process.

3.7 Both learners and potential learners cited a wide range of different organisations that could or should be expected to offer information, advice and guidance for funding. These included (in no particular order of importance):

• Libraries;
• Colleges, schools or universities offering courses;
• Careers Scotland;
• Public offices such as council offices;
• Learndirect Scotland and job centres;
• Citizens Advice Bureaux;
• The Benefits Agency and the Tax Credits Office;
• Charities or voluntary organisations.

3.8 But all learners agreed that their educational provider was the most obvious starting point for IAG.

3.9 While most qualitative respondents did not mention specific organisations or sources of information, advice and guidance on funding that they had used, SAAS and the Learndirect Scotland website were the most commonly mentioned sources of information. Not surprisingly, SAAS was more likely to be spontaneously named by undergraduates.

3.10 Some in the groups had concluded that the absence of IAG on funding means that no funding is available.

SOURCES OF IAG EVER USED

3.11 At the start of the telephone interview, all intermediaries were asked to spontaneously state which sources of information, advice and guidance they would ever use in relation to funding queries which they may have or receive. Results are shown in table 3.2.

3.12 Across the sample as a whole, there appears to be a degree of reliance on documentation produced by institutions and the sources of information that highest proportions of respondents mentioned were general websites (37%), and other institutional documents (32%). Other sources were used by fewer than one in five respondents, including college/university information (17%), non website information from SAAS (16%) and Local Authority information (14%). Levels of usage of Scottish Executive publications specifically were relatively low, with only 14% of respondents citing "Helping you meet the costs of learning leaflets", only 4% noting the "Funding for Learners" website and 4% naming the "Student Support and Benefits Advice Service".

3.13 Six per cent of respondents said that they did not use any sources of information, advice or guidance, with these being mainly within the community/voluntary sector. Splitting results out by key sub-groups shows some differences in terms of sub-group and largely reflects the audiences for whom each is likely to be providing IAG:

• Secondary schools had generally average responses, although they did tend to rely slightly more than other groups on non-website information from SAAS (39% compared to 16% for the total). This is not surprising given that SAAS is the Student Awards Agency for Scotland;
• Learndirect Scotland had higher than average mentions of "Helping you meet the cost of learning leaflets" (29% compared with 14%), Local Authority information (21% compared with 14%) and the "Funding for Learners Website" (12% compared with 4%);
• Universities had relatively higher mentions of a number of sources, primarily general websites (72% compared to 37%), other institutional documents (67% compared to 32%), other non-website SAAS information (39% compared with 16%) and "Funding for Learners Website" (17% compared to 4%);
• Colleges had higher than average mentions for general own institutional documentation (67% compared to 32%), other non-website SAAS information (33% compared to 16%) and Student Support and Benefits Advice Service (50% compared to 4%);
• Formal IAG providers also had higher mentions for general websites (71% compared to 37%) and other non-website SAAS information (53% compared with 16%), colleges and universities information (31% compared to 17%) and "Helping you meet the cost of learning leaflets" (40% compared with 14%);
• Finally, broader advisory groups had a relatively high response for other institutional documents (52% compared to 32%).

Table 3.2
Sources of IAG would ever use in relation to funding queries

Source: Q3
Base: All respondents (508)

3.14 All those respondents who said they did not use any sources of information dealt with less than five queries a month on funding for learners and potential learners.

AWARENESS OF SCOTTISH EXECUTIVE INFORMATION, ADVICE AND GUIDANCE

3.15 Each intermediary was then prompted with a list of various types of IAG that are produced by the Scottish Executive Enterprise, Transport and Lifelong Learning Department and asked to say which they had heard of. Responses are shown in chart 3.1. These forms of IAG were "Helping you meet the costs of learning" leaflet, Student Support and Benefits Advice Service ( CPAG) and the Funding for Learners website.

3.16 The type of IAG that the greatest proportion of respondents had heard of was the "Helping you meet the costs of learning" leaflets, with almost half (47%) claiming to have heard of this. Lower proportions had heard of the Funding for Learners website (38%) and the Student Support and Benefits Advisory Service (37%).

3.17 Across the sample as a whole, just over a quarter of respondents (29%) said they had not heard of any of the types of SEETLLDIAG that were read out.

Chart 3.1
Types of SEETLLDIAG ever heard of

3.18 When we examine data in relation to sub-groups within the intermediary sample, some different profiles emerge in terms of the types of IAG used and these are shown in table 3.3.

• Awareness of the "helping you meet the costs of learning" leaflet was highest among colleges (83%), formal IAG providers (74%), universities (72%) and Learndirect Scotland (61%), with the same four types of organisation also having the highest awareness of the Funding for Learners website (67%, 45%, 78% and 42% respectively);
• Awareness for the Students Support and Benefits Advice Service was higher for colleges (83%) and the broader advisory groups (47%), with universities at a level of 39% and the other groups having around 30% - 35% awareness;
• The organisations with the highest proportion of respondents stating they had heard of none of the types of SEETLLDIAG were community/voluntary groups (50%) and secondary schools (41%).

3.19 This data is in line with previous tables and illustrates a split between secondary schools and community/voluntary organisations where fewer types of IAG had been heard of and used, and other types of organisation where overall usage as well as usage of individual types of IAG was higher.

Table 3.3
Types of SEETLLDIAG ever heard of by sub-group

Source: Q4a

3.20 Results among other sub-groups showed little difference in terms of size of organisation (although awareness of Student Support and Benefits Advice Service was relatively low among organisations with less than 10 employees - 29%). Those organisations with less than five queries a month had lower awareness of each of the options than those with more than five queries.

3.21 Very little awareness of any of the types of IAG for funding produced by the Scottish Executive was evident in the qualitative research. Crucially, during the qualitative phase, the Scottish Executive had rarely even been considered as a source of information, advice and guidance on funding for learners. Across all the focus groups and in-depth interviews, only 7 respondents (from a total of 88) had encountered IAG produced by the Scottish Executive. Echoing what was seen with overall awareness, potential learners appeared even less likely than learners to have received any such information, advice or guidance for funding.

3.22 There was wide agreement that funding information should be forthcoming at the point of application and should be provided alongside prospectuses or other information given by education providers. But students' actual and current experience diverged markedly from this ideal. Even when a college held an open day Scottish Executive information, advice and guidance on available funding was perceived by almost all respondents never to have been raised or offered pro-actively by colleges to interested students.

3.23 Some respondents clearly feel a sense of embarrassment over their circumstances, which may compound their difficulties if they must approach a provider themselves with their queries about funding.

"I don't think you hear much about funding…if they're advertising courses and things you never hear anything about we'll give you, you know, money to help you…"

Potential Learner, Part-time, City

3.24 And because they don't know where to go for official SE or other information, learners and potential learners were often reliant on informal, word of mouth information or even at the mercy of mis-information from friends or colleagues.

3.25 This was particularly poignant in cases where official sources of information had been incorrect.

"See I didn't know I was entitled to a Bursary until the second year so I missed out on the Bursary in first year but luckily I accidentally filled in the wrong form but I did apply and then they realised I hadn't applied for one in first year and gave me the two lots at once but it was something I was never told about… and it was only through a friend that I found out."

Current Learner, City

3.26 The help of a champion to guide them through the complexities was one of the more successful strategies used to access official IAG. This was more evident in the case of specific groups of individuals such as those with a disability, migrant workers or asylum seekers, although learners sometimes received help from a specific organisation or voluntary body. For example, one disabled respondent had received a great deal of help from a local voluntary organisation, which had provided one named contact to help him fill out forms and to navigate the complex DWP regulations.

VIEWS OF LEARNERS AND POTENTIAL LEARNERS

Priorities and the decision making process

3.27 During the course of the qualitative discussions, learners and potential learners were asked to think about the decision making process in regard to education and courses and what criteria were taken into account when considering education needs.

3.28 Several participants described the chronological process as deciding to learn, investigating courses, and only then asking about finance. Yet finance is at the heart of the planning process, particularly for those returning to education after a gap. While a range of different criteria were mentioned, for virtually all of our respondents, financial issues were of key importance in the decision making process when considering learning options. Furthermore, these often impacted on the type of learning undertaken.

3.29 For example, some respondents had chosen a specific course because it meant receipt of a higher level of funding, and others had chosen part-time over full-time courses because going full-time was expected to be too great a financial burden. Students report making a great number of difficult decisions before returning to education, and many judgements are hindered or delayed when funding IAG is poor or absent:

"…the leaflets that I got aren't that helpful about funding. I will also have to speak to somebody to find out if I am entitled to anything, how much and if I can actually find out if I'm there for three full days or two full days, if I can get a job that fits in with that like a part time job and make sure I can live off it".

Prospective, Part-time, City

3.30 Secondary criteria taken into account included:

• college location
• qualifications to be achieved
• fit with previous training and education
• fit with current job
• availability of childcare/crèche facilities
• preferences for work/career patterns in the future,

yet questions about funding and how to survive during a course may impact upon any or all of these other considerations.

3.31 For many, a desire to achieve something, make a change in career or return to work meant a high level of motivation to learn, and students' determination was sometimes striking. Where this was evident, individuals sometimes stated that they would find a way to realise their ambition, whatever struggles arose, and despite the absence of funding or information about it.

3.32 In some instances, part-time learners particularly assumed, as earlier noted, that no advice means "no available funding" and did not even make enquiries.

"You think when you're earning you just think you're not entitled to anything."

Potential Learners, Town

3.33 Yet a small number of respondents noted that a lack of funding had meant that they could not participate in learning or that they had not completed a course because of the strain of having to be financially self-sufficient. A few revealed that uncertainty and anxiety about finance detracted from their pleasure in returning to learning, and were potentially a drain on their energy.

"A bit insecure for the next year. You don't know how that will turn out."

Current learner, City

"Depending on the cost of the course depends on whether I'll be able to do it or be prepared to do it…cos if you've got commitments, you know?"

Part-time prospective Rural

3.34 Such concerns could be acute amongst those returning to HE/ FE who received some kind of state or other benefits. The need to tackle, without help, the complexities arising when "trading off" the funding available for learning against other income sources such as housing benefit or tax credits sometimes added an extra dimension of difficulty to already-difficult circumstances. In some instances, this affected the course chosen, and some respondents noted they had opted to do a part-time rather than full-time course in order to remain eligible for benefits they received.

Perceptions about the Ease of Finding Funding

3.35 As already stated, current learners were more widely aware than potential learners of funding possibilities except where the latter had previously accessed funding.

3.36 Those leaving the school system and going straight onto HE/ FE were those who perceived IAG as most easy to access. School and SAAS both appear to be trusted sources of information and most schools appeared to offer careers guidance to pupils. Additionally, because of the UCAS application processes, most of those going on to attend a degree course were aware of SAAS as a source of advice on funding.

"(I've seen) Prospectuses…Guidance at the High School…. Got one of these given to me at the High School (Funding for Learners)."

Part-time prospective Rural

3.37 Those who had been in the labour market for some time believed both information and access to information were more difficult to secure. Some of those receiving benefits assumed there might be help (e.g. single parents) but others generally tended to believe there was none. The exception to this was ILA (Individual Learning Account), which was widely mentioned in the groups, and which some had accessed with varying degrees of success.

3.38 Those working full time and wanting to do a part-time course were generally sceptical that they were eligible for any funding and some had not bothered to access IAG on funding for learners because of this. The men in this position seemed less likely than the women to want or expect support of any kind and, for some, there was sometimes a little pride about this and a considerable degree of excitement at the prospect of going back to learn something they really wanted to learn.

"I'm in full-time employment so I'd be willing to pay my way from the start like… I wouldn't expect anything, not in my wildest dreams. It's something I'm doing out of choice for a bit of fun."

Potential, Part-time, City

3.39 There was also a perception that funding for more mature students was only available if household income was very low, and that anyone working was unlikely to qualify.

3.40 A few respondents claimed that it is difficult to raise funding if you are seeking vocational education rather than college or university, and they attributed this barrier as much to the complexity of the process as well as to the scarcity of dedicated help and advice.

"For a lot of people it's forms and everything to fill in to get help and they think it's too much of a hassle and just give up."

Potential, Part-time, Rural

3.41 There were some differences across different groups in terms of those with dependent children; those on low income; migrant workers etc; and some have very specific needs.

"She gave me all different leaflets… different courses… (Funding is) Very important because I'm a single parent with children…I mean I presume I will get help but the leaflets I got aren't that helpful about funding. I will have to speak to somebody to find out if I am entitled to anything."

Potential, Part-time, City

USAGE OF SEETLLDIAG

3.42 All intermediaries participating in the telephone interviews who had heard of one of the three types of SEETLLDIAG were then asked whether they had used this. Levels of claimed usage were broadly in line with awareness levels with 48% of respondents having used the "Helping you meet the cost of learning" leaflets, 21% having used the Funding for Learning website and 19% having used the Student Support and Benefits Advice Service.

3.43 Across the sample as a whole, 40% of those who had heard of any of the named types of IAG went on to say that they had not used any of them.

Chart 3.2
Usage of SEETLLDIAG by total sample

3.44 As with patterns of awareness, usage patterns differed according to sub-group (see table 3.4).

• Universities/colleges had the highest usage of each specific type of IAG, namely the "helping you meet the cost of learning" leaflet (71%), Student Support and Benefits Advice Service (33%) and the Funding for Learners website (43%). There were some differences between the two sub-groups though, and higher proportions of colleges (67%) had used the Student Support and Benefits Advice Service (compared to 20% of universities; and higher proportions of universities (53%) had used the Funding for Learners Website (compared to 17% of colleges).
• Formal IAG providers also had relatively high usage of the "Helping you meet the cost of learning" leaflet (69%).
• Community/voluntary organisations had low overall usage, and used each type of IAG less than any other organisation type; almost three-quarters (74%) said they had used none of the mentioned types of IAG.

Table 3.4
Types of SEETLLDIAG ever used by sub-group

Source: Q4b
Base: All respondents who had heard of any SEETLLD sources of IAG (362)

3.45 Again, no real differences were seen in terms of the size of the organisation, while those with fewer queries a week had lower usage of each type of IAG and higher proportions (49%) claimed that they had used none of them (compared with 35% of those with between 5-25 queries per month and 26% of those with more than 26 queries per month).

REGULARITY OF USING TYPES OF SEETLLDIAG

3.46 All those intermediaries who stated that they had used any of the types of IAG produced by SEETLLD were asked to state the regularity with which they used each source. In line with awareness levels, most frequent usage was seen for the "Helping you meet the cost of learning leaflets", with 29% of those having used it having done so weekly and a further third (33%) having done so monthly. On average, it was used 20.2 times a year.

3.47 Just over a fifth (21%) of those using the Students Support and Benefits Advice Service had done so weekly, with 36% having done so monthly. Average usage was 16.5 times a year.

3.48 Regularity of usage was lowest for those using the Funding for Learners website, with only 10% using it weekly and 34% monthly. On average it was used almost 11 (10.9) times a year.

Chart 3.3
Regularity of usage of types of IAG

3.49 Due to the low proportions claiming to use any specific type of IAG it is not possible to undertake any more detailed analysis.

3.49 In summary,

• Among intermediaries, levels of agreement on awareness of funding options available to learners varied, with the highest levels of awareness coming from universities/colleges, and the lowest levels coming from community/voluntary organisations. This appears to relate primarily to the frequency of providing IAG to clients.
• However, among learners and potential learners, there was little awareness of any sources of IAG, although there were expectations that IAG should be provided by a wide range of different organisations including organisations operating within the education sector (colleges, Learndirect Scotland, Careers Scotland), voluntary/community organisations ( CABs), and government bodies such as benefits agencies and job centres. Those finding it easiest to access IAG tended to be those leaving school and going straight into some form of HE/ FE course.
• A wide range of different IAG sources are used, although spontaneous reference to usage of specific IAG produced by the Scottish Executive was relatively low. In terms of Scottish Executive IAG specifically, usage levels were relatively low and for some organisations there was a greater reliance on their own documentation. Only 14% of intermediaries had used the "Helping you meet the costs of learning" leaflets and 4% referred to the Funding for Learners website or the Student Support and Benefits Advice Service. Broadly speaking, usage of different types of IAG largely reflects the audiences for whom each is likely to be providing IAG.
• On prompting, the type of IAG that greatest proportions of intermediaries had heard of was the "Helping you meet the costs of learning" leaflets, mentioned by almost half (47%) . Across the sample as a whole, just over a quarter of respondents (29%) said they had not heard of any of the types of SEETLLDIAG that were read out (these were primarily within community/voluntary groups and secondary schools). Among those aware of each of these sources, 48% had used "Helping you meet the cost of learning leaflets", 21% had used the Funding for Learning website and 19% the Student Support and Benefits Advice Service, although 40% of those who had heard of any of the named types of IAG went on to say that they had not used any of them. Frequency of usage was also highest for "Helping you meet the cost of learning leaflets".
• There was little awareness of any form of IAG among learners and potential learners and the Scottish Executive is not an obvious starting point to search for IAG. This leads to a heavy reliance on informal, word of mouth information which may be incorrect.
• While a range of different criteria were noted by learners and potential learners in terms of the decision making process, funding was of primary importance and all other issues secondary to this or perceived to arise from it.

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