The Scottish Government

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EXECUTIVE SUMMARY

1. The Scottish University for Industry ( SUfI) - branded as learndirect scotland - was launched in October 2000 as part of the drive to help Scotland rise to the new global economic challenges. In November 2005, SQW was commissioned by the Scottish Executive ( SE) to conduct an evaluation of SUfI, with the overall aim of assessing the impact of SUfI in order to inform the future allocation of resources by the SE.

2. The policy context for the study was the Lifelong Learning Strategy, launched in 2003 with the aim of fostering a culture of lifelong learning in Scotland to:

• benefit Scotland economically
• ensure individuals develop personally
• bring collective benefits to society as a whole.

3. Key factors underpinning this policy thrust are Scotland's relatively low levels of economic growth and productivity, and a decline in the size of the working population.

4. Thus, there is an underlying belief that greater participation and achievement in learning can be a key factor in stimulating economic growth and competitiveness, enhancing individuals' capabilities and generating a more inclusive society.

SUfI

5. In order to contribute to the achievement of the goal of a 'learning, earning nation', the main objectives of SUfI are to:

• stimulate the demand for learning
• provide information and advice
• improve access
• develop infrastructure and capacity.

6. To support these aspirations, SUfI has established a sophisticated, technology-enabled, national infrastructure including:

• a network of 500 quality-assured, client-focused learning centres
• a national database of over 80,000 quality-assured learning opportunities
• national information and advice helplines
• a team of field-based support staff who assist learning centres and small businesses to engage more effectively and efficiently.

METHODOLOGY

7. The methodology which was adopted comprised:

• a desk-based review of data and background information
• consultations with SUfI personnel
• a telephone survey of 300 individuals who had contacted learndirect scotland, whose services are delivered by SUfI
• a telephone survey of 200 SMEs who had contacted learndirect scotland for business
• a focus group with SMEs/employers
• telephone interviews with 30 branded learning centre ( BLC) managers
• two focus groups with BLC managers
• consultations with 6 external stakeholder organisations.

8. In addition, it was felt that the value of the findings of this survey would be enhanced by making comparisons, where appropriate, with the findings of the Learner Tracking Study ( LTS), which was commissioned by SUfI and introduced in 2002.

VIEWS OF INDIVIDUAL CALLERS

9. Callers to the learndirect scotland helpline have different motivations for making contact. Some may already have made a decision to start learning, while others may be seeking general advice and guidance.

10. 'Wanting to learn a new skill' was the most commonly cited reason for seeking advice from learndirect scotland: just under two thirds of all respondents (including 63 per cent of employed people and 76 per cent of unemployed people) reported that this was one of the reasons for their call. A further 18 per cent wanted to improve an existing skill. This is broadly in line with findings from the Learner Tracking Study over a three year period.

11. These findings provide further support for the notion that employment or work-related reasons lie behind the majority of decisions of adults to engage in learning activity.

12. Approximately 47 per cent of respondents indicated that they had already decided what they wanted to learn, but wanted information on availability.

13. The fact that the majority (85 per cent) of those who had completed courses after calling learndirect scotland were already well qualified prior to undertaking their courses appears to bear out the received wisdom that 'learning begets learning'.

14. In this take-up of learning the overwhelming significance of IT-related courses was apparent, and was interpreted as reflecting a perceived need on the part of many callers to develop skills which enhance individuals' employability.

15. Of the 300 survey respondents, 115 (38 per cent) had not done any learning since leaving school. Given the proportion that may be termed traditional 'non-learners', it is interesting, and encouraging, to note that 27 per cent of the total sample had completed a course since contacting the helpline and a further 18 per cent were undertaking a course at the time of interview.

16. Evidence of this capacity to engage or re-engage people in learning is also seen in the significant proportion of those who had completed a course of learning after contacting learndirect scotland and who could be described as 'new learners': almost one quarter of this group had not done any learning since leaving school.

17. Furthermore, almost a quarter (24 per cent) of the total number of people who had completed or were undertaking a course at the time of interview were 'quite unlikely' or 'very unlikely' to have done so if they had not received information and/or advice from learndirect scotland.

18. Of the 200 people who were referred to a branded learning centre as a result of their call to the learndirect scotland helpline, 121 (61 per cent) had not subsequently embarked upon learning, with the vast majority (116) having done nothing at all. Moreover, a very high proportion of 'non-engagers' either had no formal qualifications at all or were only qualified to Standard Grade level.

19. There was evidence that some of the traditional barriers to learning are still in existence. Childcare, for example, continues to be a problem for some would-be learners. Inconvenient timing or location of learning opportunities remain issues for others.

20. The findings indicate not only that substantial numbers of the samples of callers have gone on to acquire new skills, improve existing skills or attain a qualification, but, crucially, an overwhelming majority of these attribute their achievement directly to the role of learndirect scotland.

21. A total of 48 out of 123 employed respondents reported that they now feel more confident in their job. Over half of these (25) said that this was directly attributable to their contact with learndirect scotland.

22. A third of the entire survey sample (101 respondents) reported that they now feel 'more confident generally', and 50 per cent of these attributed the increase in confidence directly to their engagement with learndirect scotland.

23. Some support was also evident for the notion that interest or participation in learning can contribute to greater job satisfaction, while 38 per cent of the overall sample reported that they now had a better appreciation of the value of learning and 61 per cent of those attributed this directly to the outcome of their call to learndirect scotland.

24. A very high proportion of respondents (84 per cent) rated the helpline service as good or very good. These high satisfaction ratings point to learndirect scotland being highly efficient in the way in which it operates, and, in particular, in the way in which its staff interact with callers. These findings are consistent with those of the LTS.

VIEWS OF SMEs

25. The 2005 study suggested that there were very low levels of awareness of learndirect scotland for business among SMEs.

26. The Training Partner service continues to deliver high satisfaction levels and is regarded as being extremely valuable by the majority of respondents.

27. When asked about their motivation for calling learndirect scotland for business, the most frequently cited reasons were 'to request further information' (mentioned by 52 per cent of respondents) and 'to enquire about a general field of learning' (mentioned by half the respondents).

28. The findings indicate that there is a considerable requirement of need for the input of Training Partners in working alongside employers to identify needs and discuss appropriate means of addressing them. Of the total of 44 respondents who had received a visit from a Training Partner since calling learndirect scotland for business, 37 went on to report that the TP service had had a positive impact upon their business.

29. Overall, the results of the SQW survey point to there being a more than satisfactory level of post-contact activity emanating from employers calling learndirect scotland for business.

30. Half of the SMEs reported that employees within their organisation had undertaken training in the period since they first called the training advice line.

31. The fact that a high proportion of SME employees had gained new skills was also apparent. Moreover, a quarter of the whole sample asserted that, following the contact made with learndirect scotland for business, they or their employees felt more confident generally and happier at work.

32. There was also a contention on the part of a fifth of the sample that, as a result, they had developed higher expectations or aspirations in life.

33. Overall, 66 per cent of SME respondents said that the service provided by learndirect scotland for business either met, or exceeded, their expectations.

BRANDED LEARNING CENTRES ( BLCs)

34. There are various types of centre, and they can be characterised in terms of their sector and their level of engagement with SUfI. These factors may increasingly come to determine the level of resource made available to them.

35. Learning Centre Development Officers ( LCDOs) are held in extremely high regard by BLC staff, although some problems have been identified in the northern region, where it is perceived that the LCDO has been too stretched (in geographical terms) to provide the level of service which centres have come to expect.

36. There is a cautious willingness amongst BLCs to improve and/or increase the provision of learner statistics, if it would help SUfI to monitor impact. This would be subject to a clear rationale and clear instructions from SUfI.

37. Networking opportunities are very highly valued, particularly amongst rural BLCs, although more notice of events would be appreciated (perhaps in the form of an annual calendar of events).

VALUE FOR MONEY

38. The discussion of value for money assesses 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 the issue of measuring attitudinal shifts.

39. Central to this assessment is distinguishing between the total number undertaking learning and the number that would not have done so without the intervention of SUfI. We have used the results of the surveys of individuals and SMEs and applied these to overall population contacting learndirect scotland.

40. Although the overall 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 following results, based on extrapolation from the survey, should be treated with caution and regarded as indicative only. The numbers have been rounded to the nearest 100.

41. The survey of callers to the main learndirect scotland line found that 24% of those that went on to undertake learning would not have done so without the support. This provides an estimate of 6,800 new learners, with a quarter from excluded area postcodes and 23% having done no new learning since school.

42. The results suggest that around 3,100 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 it is estimated that 400 would not have enrolled in learning without contacting learndirect scotland.

43. As far as SMEs are concerned, there is substantial evidence from the survey of additional training activity resulting from contact with learndirect scotland for business. The analysis of business benefits relates to the total number of 5,257 SMEs that SUfI has engaged with in 2005-06.

44. It is estimated that this activity has resulted in between 4,500 and 5,000 ¹ employees undertaking learning or training that would not otherwise have done so. Based on evidence from a number of training impact studies, it is estimated that this activity would lead to increased wage payments of around £3.4m and new value added for businesses of just less than £7m.

45. This figure is only intended as a guide to the potential value of the support. For a number of reasons, this will underestimate the overall effects. 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.

46. Finally, the surveys demonstrate many other benefits 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 scale of this benefit are explored, but the fact that there was survey evidence to support claims of benefit should not be discounted.

47. Overall, set against these impacts, the £8.5m core funding allocated to SUfI represents 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.

48. 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.

CONCLUSIONS

49. Consultations with stakeholders revealed a high regard for SUfI, which is unanimously described as 'dynamic', 'energetic', 'highly responsive', 'innovative in its thinking', 'very approachable and accessible', 'completely open and honest', 'enterprising', 'not entrenched in bureaucracy'. Moreover, 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.

50. A real strength of SUfI is the regular and widespread generation of data relating to its operations, impact and receptiveness of individuals and SMEs. It will be important for SUfI to ensure that the volume and variety of data it generates is coordinated and analysed in a meaningful way, rather than being held in stand-alone form in different parts of the organisation.

51. The findings point to the awareness-raising activities of SUfI being successful in generating calls to the helpline not only in terms of numbers, but in generating responses from 'hard to reach' groups.

52. 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.

53. Although a relatively high proportion of those who contacted learndirect scotland and subsequently completed a course of learning were 'new learners', 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.

54. A major hurdle for SUfI in engaging more SMEs and promoting higher levels of workforce development activity is the longstanding resistance to exhortations to invest in training on the part of the majority of SMEs.

55. The role of the Training Partners is likely to be crucial to the success of learndirect scotland for business. 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.

56. 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.

57. It was apparent from the study that there are areas of SUfI's operations which require ongoing monitoring and review, notably the marketing of the services to both individuals and businesses, the relationships with branded learning centres, and ensuring that sustained support is available following initial enquiries from individuals, especially if they are from 'new learner' target groups.

58. A substantial number of the components and aspects of the delivery of SUfI's services emerged as being significant strengths. Notable among these are:

• 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 proportion 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 SUfI
• the extremely high levels of satisfaction recorded for individuals' experience of the service
• the Training Partner service, which is highly regarded by, and highly influential among, SMEs
• the high levels of satisfaction expressed by employers.

59. Thus, the overriding conclusion to be drawn from the study is that the amount of funding allocated to SUfI can claim to represent good value for money, when viewed in the context of the potential contribution of the service to the longer-term economic and social goals of Scotland.

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