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CHAPTER NINE CONCLUSIONS
9.1 Shortly after SUfI's establishment under its original business model, an initial evaluation was commissioned to assess how it was regarded by other agencies making up the national learning infrastructure. Given that SUfI's remit at that time was more commercial in its orientation, the feedback from other agencies was characterised by a large degree of suspicion and mistrust.
9.2 The contrast between that initial evaluation and the present study could not be more striking. SUfI has now had time to become embedded in the landscape, and its revised business model means that it is no longer regarded as a threat. Consultations with stakeholders have revealed an extremely high regard for the organisation. When asked to describe their views of SUfI, consultees described it as 'dynamic', 'energetic', 'highly responsive', 'innovative in its thinking', 'very approachable and accessible', 'completely open and honest', 'enterprising', 'not entrenched in bureaucracy'. SUfI is seen to be characterised by a can-do culture which permeates all its dealings. Its willingness to engage and to listen are universally acknowledged.
9.3 In addition, it should be recognised that a real strength of SUfI is the regular and widespread generation of data relating to its operations and its impact and receptiveness, on the part of individuals and SMEs. The Learner Tracking Study ( LTS) and the Advertising and Attitudinal Tracking Study ( AATS) are prime examples of this. This study has attempted to draw together some of that existing data and to complement it with additional primary research targeted at individuals, SMEs and branded learning centres.
9.4 The overall aim of the study was to assess the impact of SUfI and the extent to which it was achieving its aims and representing value for money. The data derived has enabled conclusions to be reached in respect of three key aspects of SUfI's 'landscape':
- individuals making contact with learndirect scotland
- SMEs having involvement with learndirect scotland for business
- the value for money provided by SUfI
9.5 In terms of calculating value for money, although the sample sizes are robust (300 individuals and 200 business interviews), we have used smaller sub- samples in order To calculate additionality. Consequently we would stress that the results based on extrapolation to the survey, should be treated with caution and regarded as indicative only.
9.6 Indeed, while it is acknowledged that there were some limitations of some aspects of the data-gathering process, notably the survey of individuals and the attendance at the SME focus group, the methodology adopted nonetheless generated a rich set of data, the main findings of which are set out below.
IMPACT ON INDIVIDUAL PARTICIPATION IN LEARNING
9.7 This study's findings point to the awareness-raising activities of SUfI being successful in generating calls to the helpline not only in terms of numbers, but also in generating responses from 'hard to reach' groups. Given that the greatest difficulties, in any sustained effort to appraise people of a 'new' offering is to create initial awareness of the brand, then the findings suggest that this breakthrough has been made, and that it is now important to build on and exploit those foundations. It is also important to recognise that the proportions of those contacting learndirect scotland who are from socially excluded areas approximates the proportions in the population as a whole. This is indicative of the success of SUfI in targeting 'hard to reach' groups, for it could have been expected that they would be under-represented in the samples, as they are in learning activity generally (Aldridge and Tuckett, 2005).
9.8 The importance of work-relatedness, both in the motivation to contact learndirect scotland and in the follow-up learning activity is confirmed by the findings. Although this is not surprising, it does emphasise the potential for SUfI to make a significant impact on the development of a more skilled Scottish workforce, and, thereby, on the nation's economic competitiveness. It may also provide pointers to future awareness- raising campaigns, in suggesting that this is a focus which will attract interest from larger numbers of both those in employment, who are seeking to advance their careers, and those who are attempting to gain entry to the labour market
9.9 The relatively high proportion (24 per cent) of those who contacted learndirect scotland and subsequently completed a course of learning who were 'new learners' again suggested that SUfI is going some way to achieving its aim of engaging individuals from 'hard to reach' groups.
9.10 However, this positive finding is offset by the fact that over two thirds of those who were referred to a branded learning centre had still, at the time of interview, not embarked on further learning. The reasons for this were not readily apparent from the survey, and it may be appropriate to undertake follow-up work to determine whether this was something to do with the inappropriateness of the referral, the inability of the BLC to accommodate the respondent's preferred option, or address their needs, a lack of commitment on the part of the respondent, or other reasons. While there will almost certainly be a variety of reasons for this non-participation, it is important to gain a deeper understanding of the factors which are inhibiting the desired follow-up, so that, wherever possible, remedial action can be taken.
9.11 Even among those in the survey sample (who are, after all, the 'converted', in that they have called the helpline), there were indications that some of the traditional constraints on participation, such as childcare responsibilities, and the timing and location of courses, persist in preventing, or at least delaying, their access to learning. Again, a deeper understanding of the processes at work may be gleaned through further research, which could identify any issues of specific relevance to SUfI, and would inform the planning of service delivery, and, in all probability, highlight the need for more effective collaborative working between SUfI and other organisations and bodies involved in stimulating adult participation in learning and addressing the needs of adult learners.
9.12 Although two thirds of those who subsequently completed a course of learning asserted that they would have undertaken this course even without the intervention of learndirect scotland, this points up the facilitator role of SUfI, which may be beneficial in speeding up the process. It also illustrates, once again, the complexities of attempting to quantify the impact of SUfI, especially when its input is secondary to others, but nonetheless important.
9.13 Surveys of adult learners invariably conclude that the majority of those attracted to participate in learning are those who have already performed well in the education and training system and have been successful in attaining qualifications (Maguire et al, 2006). This was confirmed in this study. However, this should not be viewed negatively, despite the avowed intention of SUfI to attract people from 'hard to reach' groups. SUfI should be seeking to encourage and facilitate adult participation in learning across the board. Indeed, the study's assessment of value for money pointed out the increasing magnitude of the economic benefits, for both the individuals and their employers, associated with the participation in learning of those who were already well-qualified.
9.14 The propensity for significant numbers of callers to learndirect scotland to improve their skills and/or obtain qualifications, and to attribute this directly to learndirect scotland was matched by assertions from many respondents that similar improvements had occurred in their levels of confidence and job satisfaction. In order to go beyond these findings and produce more robust evidence to support the conviction that SUfI offers services which tend to have profound positive effects on the majority of those who call the helpline, more in-depth and longitudinal research is required. At present, however, the regular production of data from surveys of callers, which builds up over time and enables trend data to emerge, should be sufficiently persuasive to provide strong support for the efficacy of those offerings.
9.15 The ultimate test of SUfI's impact will be whether, over time, there are perceptible shifts in adults' attachment to, and participation in learning. While SUfI is only one of a number of agencies working towards this long-term goal, and therefore could claim only partial credit for any sustained increase which may occur, the evidence from the study supports the argument that it is making a positive contribution to the achievement of this goal.
IMPACT ON SMEs' INVOLVEMENT IN WORKFORCE DEVELOPMENT
9.16 A major hurdle for SUfI in encouraging more SMEs to take advantage of its services and engage in higher levels of workforce development activity is the longstanding resistance to exhortations to invest in training, on the part of the majority of SMEs. Not surprisingly, therefore, the study pointed to levels of awareness of learndirect scotland for business among businesses being low.
9.17 Despite this, those companies which have engaged with learndirect scotland for business have been impressed by the service offered, and in particular that provided by the Training Partner service. 87 per cent of SMEs considered the service to be valuable or very valuable, while 77 per cent had adopted a planned approach to training as a result of their contact with the Training Partners. The enthusiasm for this service exhibited by respondents to the survey suggests that case study material and examples of good practice derived from companies' experiences may form the basis of persuasive and compelling arguments which, if 'packaged' appropriately, could be highly influential in persuading larger numbers of SMEs to contact SUfI and make enquiries about its services.
9.18 In doing so, however, the messages being purveyed and the channels through which they are disseminated must be characterised by clarity of explanation and concise delivery.
9.19 The role of the Training Partners is likely to be crucial to the success of the learndirect scotland for business initiative. This may present a dilemma for SUfI, for the degree of individual and expert support which the Training Partners are able to provide is time-consuming and, in relative terms, expensive. Should an increase occur in SME contact with SUfI, then the demands on the time of the Training Partners may be difficult to satisfy without considerable expansion of the service.
9.20 On the one hand, there would be the danger of stimulating a demand which could not be satisfied, with the added risk of alienating some SMEs to such an extent that their interest in workforce development would effectively be put on the back burner. On the other hand, attempting to satisfy the demand could be fraught with problems of recruiting sufficiently qualified staff and maintaining economic stability - the current practices of the Training Partners, and especially the amount of time devoted to supporting individual firms, warrants close scrutiny to ensure that the service is operating within specified cost boundaries.
9.21 This cautionary tone is not intended to detract from what is clearly a well-regarded service which can claim to be highly effective, given the large majority of those who had taken advantage of the service and cited that it had had a positive impact on their business.
9.22 The survey findings which affirm the impact on subsequent investment in training, employee skill acquisition, and on workplace attitudes and aspirations provide a strong case for further expansion of the service.
VALUE FOR MONEY
9.23 The discussion of value for money attempted to assess the costs and benefits of SUfI's activities, while recognising the difficulties which this entails, such as the problem of according attribution for a shift in behaviour to a single source, the time periods which are often required before tangible benefits ( e.g. qualification attainment) accrue, and issue of measuring attitudinal shifts.
9.24 Specifically, a substantial number of the components and aspects of the delivery of SUfI's services emerged as being significant strengths. Notable among these were:
- the penetration of the marketing to individuals, including those from 'hard to reach' groups
- the attraction of those seeking to learn for work-related reasons, which have beneficial effects for the individual, the employer and the wider economy
- the high proportions of survey respondents who had undertaken further learning since contacting learndirect scotland
- the ability to attract 'new learners'
- the fact that an overwhelming majority of those who have acquired skills or qualifications attribute this success directly to the influence of learndirect scotland
- the extremely high levels of satisfaction recorded for individuals' experience of the service
- the Training Partners service, which is highly regarded by, and highly influential among, employers, and especially SMEs
- the high levels of satisfaction expressed by employers.
9.25 The analysis of value for money uses the survey results and the projected levels of SUfI activity in 2005-06 to produce estimates of the additional number of individual and SME learners.
9.26 The survey of callers to the main learndirect scotland line found that around 24% of those that went on to undertake learning would not have done so without the support. This provides an estimate of 6,826 new learners, with a quarter from excluded area postcodes and 23% having done no new learning since school.
9.27 The analysis estimates that around 3,128 learners who were not in work moved into employment. This is a relatively large proportion and highlights the powerful effect that new skills can have on finding work for all groups, including unemployed, retired and those out of work through illness or incapacity. Of these we estimate that 438 would not have enrolled in learning without learndirect scotland.
9.28 As far as SMEs are concerned, there is substantial evidence from the survey, of additional training activity emanating from the input of learndirect scotland for business.
9.29 The analysis of the business benefits relates to the total number of 5,257 SMEs that SUfI has engaged with in 2005-06. We estimate that this activity has resulted in 5,108 employees undertaking learning or training that would not otherwise have done so. Based on evidence from a number of training impact studies, we estimate that this activity could lead to increased wage payments of around £4.8m and new value added for businesses of just less than £10m.
9.30 This figure is only intended as a guide to the potential value of the support. For a number of reasons, we think this could underestimate the overall effects, as it excludes benefits generated through individual callers that could accrue to employers, the duration of these effects, and the wider contribution that the service makes to moving people into work.
9.31 Finally, the surveys demonstrate many other benefits that cannot readily be quantified which relate to quality of life both in work and for leisure. For example, increased self-confidence and self-esteem were prominent in the findings, as were shifts in attitudes towards learning. The difficulties of deriving a meaningful measure of the amount of this benefit have already been explored, but the fact that there was survey evidence to support these claims should not be discounted.
9.32 Overall, set against these impacts, the £8.5m funding allocated to SUfI can claim to represent good value for money, when viewed in the context of the contribution of the service to the longer-term economic and social goals of Scotland.
9.33 The prime objective of SUfI is to generate greater attachment to, and participation in, learning, particularly among adults who have exhibited a reluctance to do so in the past. This is coupled with the aim of enhancing Scotland's productivity and economic competitiveness through increasing the engagement of employers, especially SMEs in training activity. This study points to considerable success having been achieved in these aims.
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