The Scottish Government

« Previous | Contents | Next »

Listen

CHAPTER FOUR SURVEY OF INDIVIDUAL LEARNERS

INTRODUCTION

4.1 As indicated in Chapter Two, in order to elicit data on the perspectives and experiences of users of the learndirect scotland service, a survey of individuals who had called the helpline was undertaken. The analysis in this chapter refers to the role of learndirect scotland as the brand which customers recognise rather than SUfI.

4.2 It was agreed that telephone interviews would be conducted with two groups of individuals:

a) 'known completers': people known to have completed a course of learning after contacting learndirect scotland (identified through previous learner tracking studies and flagged accordingly on the learndirect scotland database) (100 interviews)

b) 'referrals to branded learning centres': people referred to a local learning centre as a result of their call to the learndirect scotland helpline (200 interviews).

4.3 In addition, it was felt that the value of the findings of this survey could be enhanced by making comparisons, where appropriate, with the findings of the Learner Tracking Study ( LTS), which was introduced in 2002. This survey was commissioned by SUfI in order to gauge the impact the organisation is having. The approach adopted by the LTS is to conduct interviews with a random selection of callers three months after their contact with learndirect scotland, in order to allow sufficient time for them to have acted upon the advice received whilst ensuring that the memory of the service they had received is still fresh.

4.4 Clearly, the LTS provides a comprehensive appraisal of callers to the service. It also has the advantage, through follow-up of individuals, to elicit longitudinal data on the subsequent impact on, or behaviour of, respondents. In contrast, the SQW survey was conducted using single point interviews.

4.5 Another characteristic of the SQW sample, in relation to overall usage of SUfI, is that it was restricted to those who accessed learndirect scotland through the contact centre. This precluded the inclusion of those individuals who had sought out services through other means, such as the Give it a Go! Campaign and the work of the Social Inclusion team.

4.6 The intention of the SQW survey was not to replicate the approach of the LTS. Rather, it was to use that work as point of comparison, where similarity in the topics being addressed allowed. Effectively, this was seen as a means of providing greater weight to findings where messages appeared to be confirmed. Alternatively, disparities between the findings of the respective survey would require explanation or hypothesis. Accordingly, the design of the questionnaire for the survey was informed by the question set used for the LTS, while retaining a primary focus on the objectives of this study. A copy of SQW's questionnaire is presented at Annex A.

4.7 The telephone questionnaire for the two cohorts used many of the same questions as those in the LTS. It was important, for example, to ensure that the way in which respondents' most recent involvement in learning was recorded could be compared directly with the LTS survey. Overall, however, it should be stressed that results from the SQW survey and those from the LTS cannot be compared 'like for like': as will be discussed later, the characteristics of the samples differed considerably.

4.8 This Chapter is based primarily on results from the SQW survey but makes reference to the LTS wherever there is potential for additional insight to be gained. Thus, throughout the section, the LTS data is referred to where it can provide a more comprehensive perspective on the topic being addressed.

PROFILE OF RESPONDENTS

4.9 The first point to be made about the comparisons of the data from the two distinct surveys the ( LTS and the SQW survey) is that the profiles of respondents exhibit significant differences. Moreover, the LTS is based on a random sample, whilst the SQW survey was targeted at two particular cohorts. Nevertheless, given that the LTS provides an overview of overall caller characteristics (including socio-economic grouping and ethnic minority status) which were not covered in the SQW survey, the joint presentation of results highlights some interesting points.

4.10 The striking, and potentially significant, difference in the characteristics of the two sets of respondents is shown in Figure 4.1, which provides a breakdown of the profiles of the two sets of respondents by age. Here it is clear that the sample of respondents for the latest LTS was considerably younger than that for the SQW survey. As will be explained later, this has implications for any comparisons which are made.

Figure 4.1 Profile of respondents by age

4.11 It was also noted in the Learner Tracking Study that when the profile of callers to learndirect scotland is compared to the Scottish population as a whole, there is a weighting towards younger age groups, females and those within the C1 and C2 socio-economic groups. Approximately one in ten callers to learndirect scotland is classified as a woman returner ( i.e. a woman who is unemployed or a housewife who intended to return to work at some point in the future). Two thirds of the sample for the SQW survey were female - this was only a marginally higher proportion than in the 2004/5 LTS, possibly because this is not a group targeted through marketing.

4.12 In terms of geography, the profile of callers who responded to the LTS over the last three years has been broadly in line with the Scottish population as a whole. However, the proportion of callers from the Glasgow and Lanarkshire areas has become higher than average: the proportion of callers from Glasgow has increased from 16 per cent in 2001/02 to 21 per cent in 2003/04, remaining at this level in 2004/05.

4.13 The proportion of callers from socially excluded areas (49 per cent in the most recent learner tracking study) is consistent with the general population as a whole. In the SQW survey of 300 callers, which was heavily weighted towards those who were known to have completed some learning after calling learndirect scotland (and were termed 'completers'), the proportion of callers from SEAs was lower than this, at 35 per cent.

4.14 In the most recent Learner Tracking Study, just over half of the respondents were in employment (51 per cent). Most studies concur that adults enquiring about, or engaging in, learning are motivated to do so primarily for work-related reasons (see Maguire et al, LSDA, 2006): with this in mind, it might have been expected that this figure would be higher. However, 25 per cent of callers from the most recent study were unemployed when they contacted learndirect scotland, compared to the population average of four per cent. This serves to substantiate that gaining access to, or progressing within, employment remains the most compelling factor in motivating adults to embark on learning activity. Of those responding to the SQW survey of 300 callers, 44 per cent were in employment and 18 per cent were registered unemployed. While these proportions are lower than those found in the LTS, they still confirm the importance of work-relatedness for the decision to call the learndirect scotland helpline. It should also be recognised that the disparity between the respective proportions may be attributable to the fact that 56 per cent of the SQW sample were over the age of 45, and therefore - certainly in the older age bands - would be less likely to be considering learning for work-related reasons and more likely to be doing so for reasons of personal development.

Prompt for calling learndirect scotland

4.15 Interviewees were asked whether they could recall what prompted them to contact learndirect scotland. The responses (Table 4.1) point to a high degree of penetration of learndirect scotland advertising campaigns among those who contacted the organisation.

Table 4.1: What prompted you to contact learndirect scotland?

Employment status

Source: SQW/ FMR 2006

4.16 The majority (59 per cent) said that they saw a learndirect scotland advert and decided to make a call. A substantial proportion of respondents identified an 'Other' reason as their prompt, but when their detailed responses are analysed this reveals that learndirect scotland promotional activity (radio adverts, leaflets, other promotional activity, roadshows, etc) accounted for a large proportion of these. When 'Other' responses are incorporated into the overall response, learndirect scotland's own promotional activity accounts for almost two thirds of 'prompts' for people to call the helpline.

4.17 This indication of the significant influence which learndirect scotland advertising has had on call-prompting contrasts with the feedback which was received from learning centre managers. Learning Centre staff considered that the majority of people who call in to the centres are unaware of the learndirect scotland television adverts and have not previously heard of learndirect scotland: they are said to have approached the centre in passing, or as a result of word of mouth, but not as a result of a television advert.

4.18 Two possible explanations can be offered for this apparent contradiction. Firstly it should be remembered that the SQW sample of respondents was interviewed after their contact with learndirect scotland, and therefore, when asked to recall where they had learned about learndirect scotland, may have inadvertently referred to the advertising. Alternatively, and more plausibly, when asked by Learning Centre staff about the specific trigger which prompted them to make contact, they may mention that they were 'passing by', but not necessarily go on to state that they had already known about it from an advertising campaign. Furthermore, it seems somewhat counter-intuitive that people would call in to a centre, while passing, without having some prior knowledge of what that centre provided.

Motivation to call learndirect scotland

4.19 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. The SQW survey of callers attempted to examine what people are looking for when they call the helpline.

4.20 Table 4.2, below, summarises callers' motivations for calling the learndirect scotland helpline. (Multiple responses mean that the total number of responses is more than the 300, which was the size of the sample.) The table gives the numbers responding to each category of motivation.

Table 4.2: What was your motivation for calling learndirect scotland?

Source: SQW/ FMR 2006

4.21 It can be seen that '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.

4.22 The second most commonly cited response was 'looking to improve career prospects/gain a promotion'. The question was phrased in such a way that it was applicable both to employed and unemployed people. Overall, 22 per cent of respondents in the survey (67 out of 300) cited this as at least part of their motivation for calling. In the most recent Learner Tracking Study, the figure was much higher at 49 per cent. This difference can be attributed to the younger age profile of the LTS respondents.

4.23 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.

4.24 The longer-term Learner Tracking Study revealed some variances in findings across the demographic profile of its sample. Male respondents (18 per cent) and those within the DE socio-economic grouping (25 per cent) were the most likely to be motivated to call learndirect scotland to undertake learning that would help them to get a job. As expected, women returners (41 per cent) were also more likely to cite this as their motivation to call learndirect scotland compared to other women (8 per cent). Over-46 year olds (23 per cent) were more likely than other age groups to be motivated by the desire to improve an existing skill and by undertaking learning related to a personal interest (37 per cent). Females were more likely than males to be motivated by broadening experience or confidence-boosting (15 per cent and 9 per cent respectively). Older respondents were less likely than those within the younger age groups to be motivated to learn in order to change their job (38 per cent of over 45 year olds, compared to 53 per cent of those aged 45 years and younger).

4.25 Respondents in the SQW survey were asked to indicate what kind of advice or help they were looking for when they called the helpline. The results are shown in Table 4.3.

4.26 Approximately 47 per cent of respondents indicated that they had already decided what they wanted to learn but wanted information on availability. This figure is lower than the findings from the Learner Tracking Study, which reported that in 2005 the figure was around 67 per cent. Again, this is explicable by referring to the differences in the age profiles of the respective samples. It seems likely that LTS respondents, with a lower age profile, would be contacting learndirect scotland for information about specific, often work-related courses, while the SQW sample contained a much higher proportion of older respondents whose motivation was more likely to be for reasons of personal interest.

4.27 Around 34 per cent of respondents reported that they knew roughly what they wanted to do, but needed more help in choosing the right course. Again this finding differs from the LTS, where the figure was much lower at 19 per cent.

Table 4.3: Type of information/help sought by callers

Source: SQW/ FMR 2006
Multiple responses were allowed, so the total number of responses is higher than the number of respondents (300)

Outcome of contact with learndirect scotland

4.28 In examining the outcome of calls to the learndirect scotland helpline, the data are derived from the cohort of 200 respondents whose call to learndirect scotland resulted in their referral to a branded learning centre. (The first cohort of 100 respondents are known to have completed a course.)

4.29 Respondents from the second cohort were asked to confirm the subsequent outcome of their contact. The responses revealed that 17 per cent had subsequently completed a course, 22 per cent were currently undertaking a course, one per cent had applied for a course but not yet started, 3 per cent had investigated options but not yet applied for a course, and 58 per cent had done nothing.

4.30 This can be contrasted with the findings from the Learner Tracking Study, which was conducted with a much larger and random sample. In total, 35 per cent of all LTS respondents had undertaken learning since calling: 29 per cent were currently undertaking a course and a further 6 per cent had completed a course. In addition, 14 per cent reported that they had applied for a course which had not yet started. The proportion of callers undertaking learning in 2004/05 was consistent with those measured in the previous three waves of the tracking study. However, in the SQW study a much higher proportion of respondents had subsequently completed a course. This could be expected: it is attributed to being a function of the criteria for inclusion in the sample, which, for one of the cohorts, was to have completed further learning.

4.31 In the most recent Learner Tracking Study, 29 per cent of respondents reported that they had done nothing since calling learndirect scotland in terms of progressing towards learning. In the SQW survey the figure is exactly twice as high, at 58 per cent. The LTS respondents in this group were asked the reasons why they had not yet engaged in learning. The most frequently cited responses were because they had not found anything to suit their needs (20 per cent), they had not got round to undertaking learning but still intended to (19 per cent), and a lack of time (11 per cent).

4.32 Thus the evidence from the LTS points to high levels of commitment to, or interest in, undertaking further study, even by those who had not embarked on any learning at the time of interview. The notably higher proportions of the SQW sample that had, at the time of interview, not started a learning activity may again be attributable to the age distribution of the sample: for many of this older group, the urgency of gaining a skill or qualification in order to gain employment or career progression may not be as great.

4.33 Across the total LTS sample for the year, almost 35 per cent of respondents reported that they were currently learning or had completed a course since calling learndirect scotland. This finding is exactly consistent with the proportion of learners converted from callers measured in 2003/04, and very marginally less than in previous years.

Attribution

4.34 Survey responses clearly point to learndirect scotland having a significant impact on the subsequent participation of callers in learning. Of the 78 people from the cohort of 200 who had completed or started a course, almost two thirds reported that this was 'wholly' as a result of information or advice provided by learndirect scotland, suggesting that it is adding considerable value to the existing information, advice and guidance landscape. A further 12 per cent said that the outcome was 'partly' as a result of the assistance. By contrast, less than one quarter said that their embarking upon a course of learning had 'nothing to do with' the information or advice received.

Location

4.35 In terms of the place where subsequent learning took place it is interesting to note where the second cohort of interviewees - who had all been referred specifically to a learndirect scotland branded learning centre after their initial call to the helpline - the majority of those who subsequently became 'completers' or 'current learners' chose to do their learning (see Figures 4.2 and 4.3).

4.36 Although this shows a wide range of facilities. It is important to point out that many learning centres are located in colleges and learners may not distinguish between a college and a college-based learning centre. It would require more analysis to understand whether this is indeed the case or whether learners are choosing more generally to use facilities other than those they are referred to.

Figure 4.2 Location of learning for known completers

Figure 4.3 Location of learning for completers/learners after referral to BLC

Characteristics of 'Completers'

4.37 When the two cohorts of the survey are combined, the number of people who have completed a course of learning after contacting learndirect scotland is 134. Their characteristics have been analysed to determine what they have in common, and what - if anything - makes them more likely to follow through their initial enquiry.

4.38 Of the 134 completers, 46 per cent were employed or self-employed at the time of their initial enquiry to the learndirect scotland helpline. A smaller proportion, 31 per cent, were of working age but not in employment. The remainder were retired and not looking for work.

4.39 The gender distribution of completers replicated that of the overall sample: two thirds female and one third male.

4.40 A quarter of completers were from postcode areas defined as 'excluded', with the remainder being from non-disadvantaged areas. Completers were somewhat under-represented compared to the overall survey size: 35 per cent of the total sample size were from 'excluded' areas. This may point to the difficulties experienced by those who are seeking to re-engage with learning, but have little or no recent experience of the process.

4.41 This argument is further supported by the finding that, in comparison to the overall sample, 'completers' tended to have already attained substantial academic or vocational qualifications (Table 4.4).

Table 4.4: Prior educational attainment of completers

Source: SQW/ FMR 2006

4.42 Thus, the fact that the majority of completers were already well qualified prior to undertaking their learndirect scotland-referred learning appears to bear out the received wisdom that 'learning begets learning'.

4.43 Table 4.5 lists the learners' choice of subject areas, by 'completers' and current learners. It should be noted that multiple response was possible and that several completers had undertaken more than one course of study.

Table 4.5: Choice of subject by completers and current learners

Source: SQW/ FMR 2006

4.44 The overwhelming significance of IT-related courses is quite striking and may again be linked to the perceived need on the part of many callers to develop skills which enhance individuals' employability. Alternatively, it may also reflect the propensity for people to engage in this type of learning for personal or social reasons. Indeed, St Clair (2006) refers specifically to this type of learning as an example of the difficulties of distinguishing between personal interest and instrumental reasons for participating in learning, and posits that 'Computer classes … may be taken for curiosity but may also enhance the individual's employability' (p 2).

4.45 One of the most encouraging findings of the survey was that a significant proportion of completers can be described as 'new learners': almost one quarter had not done any learning since leaving school. As indicated in Chapter 2, great importance is attached to the drive to increase levels of engagement in learning among adults who have previously exhibited little inclination to do so.

4.46 Another encouraging finding was that 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. This offers supporting evidence to the contention that the service is making a significant contribution to levels of adult participation in learning.

Characteristics of 'Non-Engagers'

4.47 At the same time, it is useful to consider the characteristics of people who have called the helpline but have not followed up on the information or advice they received.

4.48 Of the 200 people who were referred to a branded learning centre as a result of their call, 121 (61 per cent) had not subsequently embarked upon learning, with the vast majority (116) having done nothing at all. Of course this does not suggest that they never will return to learning. For many, the appropriate course may not have become available or the convenient time may not have arrived. As Chapter 3 suggested, issues of availability of provision at the right time, place and cost, can impose constraints on individuals' attempts to engage with learning.

4.49 Indeed, the proportion of respondents in this cohort from socially excluded areas (41 per cent) is only slightly higher than that for the overall survey sample. (Of the total 300 survey respondents, 35 per cent are from excluded areas). This points to there being a variety of reasons for not engaging with learning by the time of the interview.

4.50 Of the 121 'non-engagers', 23 per cent were registered unemployed; 17 per cent were of working age but not in employment; 44 per cent were employed or self-employed; and 17 per cent were retired. This, in itself, is indicative of the constraints faced by those in employment in finding the time to undertake - and, crucially, complete - a particular course. Moreover, it should not be interpreted as representing a lack of interest or motivation, on the part of those respondents who were employed or self-employed, in embarking on the learning about which they made enquiries. It is highly likely that many would undertake their chosen course, when it was available and convenient as far as their own commitments were concerned.

4.51 More worryingly, however, a very high proportion of 'non-engagers' either had no formal qualifications at all or were only qualified to Standard Grade level (Table 4.6): 52 per cent of this group were poorly qualified, compared to 33 per cent of 'completers'. This suggests that the correlation between prior learning and the impetus to complete further learning continues to be significant.

Table 4.6: Educational attainment of 'non-engagers' at point of calling learndirect scotland helpline

Source: SQW/ FMR 2006

4.52 This proposition is further supported by the findings that over half (51 per cent) of the non-engagers had not done any learning since leaving school; a further 31 per cent had not undertaken any learning in the previous three years; and only 6 per cent of the non-engagers had undertaken some form of learning within the last year.

Reasons for 'Doing Nothing'

4.53 Clearly, a significant proportion of callers to the helpline had not, at the time of interview, proceeded any further with learning activity. They were invited to indicate why this was the case. Responses to this question elicited a variety of reasons (Table 4.7).

Table 4.7: Reasons why non-engagers have done nothing since their call to learndirect scotland

Source: SQW/ FMR 2006

4.54 In some cases people have good reasons for not following up on the advice that they were given: for example, those whose health problems or family commitments have taken precedence. There is evidence, however, 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 key issues for others.

4.55 Although no respondent directly identified 'lack of confidence to get back into learning' as a barrier, it was clear through additional questioning that this factor was apparent, albeit expressed in other ways. Several respondents made statements such as: 'I'm probably a bit old for that kind of thing now', 'I'm not in a good frame of mind at the moment', 'it's not really worth it', which could be taken as indirect expressions of lack of confidence. This has important implications for SUfI's operations, as it indicates that the availability of additional support and encouragement for those adults who have lack the confidence to re-engage - often after being 'disengaged' for many years - may reap rewards in terms of the re-engagement of traditional non-learners.

4.56 The potential for rewards accruing from providing such additional support is given added weight by the finding that 21 per cent of the 'non-engagers' stated that they intended to embark upon learning in the future. This is further cause for being encouraged by the findings of the study.

4.57 Six per cent of those who had not engaged with learning following their call to learndirect scotland identified poor or insufficient information from and/or 'lack of helpfulness' on the organisation's part, as the reason for their not having undertaken any learning. These respondents were in a minority, but the numbers correlate with findings from elsewhere in the survey about the service provided. Although perceptions of the service are largely positive, it is worth identifying areas where improvements could be made.

Success in attracting new and return learners

4.58 It is one of SUfI's key aims to attract interest from people who might not previously have felt that learning is for them. To assess the impact which learndirect scotland is having, it is important to identify the proportion of callers who are new learners or returners to learning.

4.59 New learners are defined as people who have started learning since calling the helpline but who had not previously undertaken learning since leaving school. Returners to learning are defined as people who have started learning since their contact, but who had not previously undertaken learning for at least three years.

4.60 The Learner Tracking Study investigates this on a quarterly basis. Table 4.8 summarises the profile of all respondents in terms of their prior engagement in learning (whether or not they have subsequently engaged in learning).

Table 4.8: Success in attracting new and return learners

Percentages

Source: Progressive Partnership 2005
Scottish population figures for 'Last Time Took Part in Formal Learning Activity' are not available.

4.61 These figures indicate slight increases over four years in the proportions of callers who were currently undertaking learning, or whose most recent participation in learning had been between one and three years previously, as well as those who had not done any learning since their schooldays. Reductions occurred among those who had done so in the previous twelve months, and, in particular, those whose most recent participation had been more than three years previously. However, the fluctuations between years, and the fact that the degree of change tends to be relatively small, make it difficult to attach great significance to these results.

4.62 The 2004-05 Learner Tracking Study found that, across the total sample of 1,022 callers, 4.6 per cent were classified as 'new learners'(Table 4.9). Of the total LTS sample, 2.4 per cent of callers were new learners from socially excluded areas and one per cent were new learners employed by SME organisations.

Table 4.9: Proportion of new learners calling learndirect scotland helpline (Learner Tracking Study)

Percentages

Source: Progressive Partnership 2005

4.63 Perhaps the most striking feature of this table is the notable increase which occurred after the 2001/02 survey. This may indicate the initial success which learndirect scotland had in tapping into a latent demand among both individuals and SMEs.

4.64 The 2004/05 study also found that 10.4 per cent of the sample of callers to learndirect scotland were 'returners' to learning, who had not undertaken learning in the previous three years. The proportion of respondents who were 'returners' from Social Exclusion Areas was 4.2 per cent, whilst 2.5 per cent of the total sample were return learners employed by SME organisations. This indicated, therefore, that there had been a slight decline in the proportion of return learners from Social Exclusion Areas in 2004/05, whilst the proportion employed by SME companies had remained consistent.

4.65 The SQW survey attempted to investigate this in a similar way. The results of imposing a correlation between prior learning status and subsequent action are provided in Table 4.10.

Table 4.10: Action undertaken since calling the learndirect scotland helpline

Source: SQW/ FMR 2006

4.66 Of the 300 survey respondents, 115 (38 per cent) had not done any learning since leaving school. Moreover, 27 per cent of these had completed a course since contacting learndirect scotland and a further 18 per cent were undertaking a course at the time of interview. This points to learndirect scotland having made some contribution to the engagement of 'new learners', although, as has been alluded to earlier, attributing causality to a single source is fraught with danger.

IMPACT ON INDIVIDUALS

4.67 Clearly, the single most important aspect of learndirect scotland's work in terms of its effectiveness is the extent to which it impacts on the attitudes and behaviour of individuals, in relation to their participation in learning. This can apply to those seeking entry or re-entry to the labour market, as well as to those in employment who are seeking to enhance their skills and career progression.

Entry into Employment

4.68 Of the overall survey sample, 109 respondents were not in work (but of working age) at the time they contacted learndirect scotland. These comprised: registered unemployed (54), housewives (22), people with health problem/disability (9), those in education/training but aged over sixteen (3), those not seeking work (1) and 'other' (20).

4.69 A total of 22 respondents reported that they were not previously working, but had subsequently found a job. The figure was twice as high amongst those who had completed a course (12 per cent) as amongst those who had not completed a course (6 per cent). This is an important finding, as it provides substantial evidence to highlight the benefits to be derived from participation in learning - in this case, obtaining a job.

4.70 Of the 22, 9 agreed that their new employed status was directly attributable to their dealings with learndirect scotland. Of these 9, one third had not undertaken any learning since leaving school, and one further respondent had not undertaken any learning in the previous three years. Although the sample is relatively small it does indicate a positive role played by learndirect scotland.

4.71 In summary, 9 out of 109 of all those who were unemployed when they called learndirect scotland had not only found employment, but had done so directly because of learndirect scotland. Of the 9 who attributed their employed status to this call, 7 (78 per cent) had completed a course. There were more females than males in this cohort, but the figures are broadly in line with the wider survey sample.

4.72 These job-finders were more likely to come from non-excluded areas. Only 5 of the 22 were from postcode areas identified as excluded. This exemplifies the difficulties of addressing what are often multiple barriers to employment faced by those living in deprived areas.

4.73 Of the 132 callers who were employed at the time of contacting learndirect, 20 said that, since contacting learndirect scotland, they had found a better job than the one they were in previously. Of these job-improvers, 8 (40 per cent) said that this was directly as a result of their dealings with learndirect scotland. Although the absolute numbers here are small and statistical significance is arguable, this is nonetheless a positive finding.

Benefits to Learners

4.74 A total of 14 respondents reported that they had received a pay rise since they contacted the helpline, although only two people felt that this was attributable to learndirect scotland. Also, the time lag between contacting learndirect scotland and being interviewed may, in some cases, be sufficiently long to expect a pay rise to have been awarded irrespective of any intervention.

4.75 As another indication of the benefits to be derived from participation in learning, the survey sought to quantify the extent of skills and qualifications being gained by individuals as a result of learndirect scotland support. Table 4.11 summarises the responses in terms of some of these 'hard' benefits:

Table 4.11: Tangible ('hard') benefits accruing from learndirect scotland intervention

Source: SQW/ FMR 2006
Base: 300

4.76 These findings are extremely positive, as they indicate not only that substantial numbers of the sample of callers have gone on to acquire new skills, improve existing skills or attain a qualification, but, crucially, overwhelming majorities of those in each of these categories attribute their achievement directly to contacting learndirect scotland.

4.77 More than three quarters of those who had gained a new skill (110 out of 145) said that this was directly attributable to learndirect scotland. Nearly 68 per cent of those who had improved their existing skills (69 out of 102) also reported this. Overwhelmingly, those who had gained a qualification since contacting learndirect scotland attributed this directly to learndirect scotland.

Intangible Benefits

4.78 It is important to remember that 'hard' benefits do not provide the full story about engagement in learning. For many individuals, less tangible benefits are equally important. Table 4.12 summarises some of the 'soft' benefits which individuals have experienced since first contacting learndirect scotland. It should be emphasised, however, that these 'soft' measures are extremely difficult to quantify, largely due to their being essentially subjective assessments. Therefore, the percentages should be regarded as offering indications of the weighting of benefits, rather than hard and fast measures.

Table 4.12: Intangible ('soft') benefits accruing from learndirect scotland intervention

Source: SQW/ FMR 2006
Base: 300

Confidence Gains

4.79 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. That is, 20 per cent of all employed respondents stated that they had gained confidence at work as a direct result of contacting learndirect scotland. Notwithstanding the reservations about the robustness of some of these measures of 'soft' outcomes, perceived increases of this size are by no means negligible.

4.80 One 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 learndirect scotland. That is to say, 17 per cent of all respondents report increased confidence as a result of their contact. It is interesting, and encouraging, to note that there was a slight over-representation of individuals from disadvantaged areas in the numbers claiming to have experienced enhanced confidence.

Well-being/contentment

4.81 Some support was also evident for the notion that interest or participation in learning can contribute to greater job satisfaction. Thus, a total of 53 employed respondents claimed that they felt 'happier at work' than they did before their contact with learndirect scotland, and more than half of these (28) attributed the support through the helpline.

4.82 The potential for these enhanced feelings of well-being to affect non-work related aspects of people's lives was suggested by the finding that just under 17 per cent of all survey respondents claimed to feel generally happier and attributed this directly to learndirect scotland.

Change in Attitudes

4.83 Given the acknowledged ambition of learndirect scotland to facilitate attitudinal change towards participation in learning, the fact that 38 per cent of the overall sample reported that they now had a better appreciation of the value of learning, and that 61 per cent of those attributed this directly to the outcome of their contact with learndirect scotland, suggests that learndirect scotland is having a significant positive impact on the callers it attracts.

4.84 A total of 79 respondents said that they now had higher expectations or aspirations in life, and 60 per cent of these attributed the changed outlook directly to learndirect scotland. That is, 15 per cent of all those who make use of the helpline gain a more positive outlook which is directly attributable to learndirect scotland. In this group, however, people from disadvantaged postcode areas are notably under-represented. This may reflect a realistic appraisal of their situation. Thus, although this group may have become more self-confident overall, this does not necessarily mean that it will have any great impact on their job or career prospects in the foreseeable future.

4.85 It is useful to compare these attitudinal findings with the Advertising and Attitudinal Tracking Study ( AATS) which is commissioned on an ongoing basis by SUfI. The March 2005 phase of the AATS indicated that overall attitudes towards learning across the Scottish population have not shifted to any great degree. As with previous phases of the research, there was found to be a strong correlation between attitudes towards learning and socio-economic groups: the higher the social group, the more positive the attitude to learning.

4.86 Although the responses indicated that a high proportion of people have positive attitudes towards the practical benefits of learning (Table 4.13), the March 2005 phase of the AATS saw a decline in the perceived relationship between learning and career options. For example, there was a reduction in the proportion of respondents who agreed with the statement that 'learning can lead to a greater choice in the types of job you can do'.

Table 4.13: Attitudes to learning by socio-economic group

Source: Progressive Partnership 2005

4.87 The AATS also looks at some of the other personal benefits of learning. Whilst agreement with the more personal benefits of learning remained at a high level in March 2005, Table 4.14 shows that the lower socio-economic groups were less inclined to agree than those in the higher classifications. In particular, DEs were less likely to agree that 'learning can be fun' (67 per cent) or that 'learning new skills is valuable whether or not there is a qualification to show for it' (77 per cent). Respondents in the DE group were also least likely to express a desire to expand their horizons (47 per cent). This may point to an acceptance of their situation which was unlikely to undergo significant change.

Table 4.14: Personal benefits of learning by socio-economic group

Source: Progressive Partnership 2005

4.88 One fifth of respondents in the AATS reported that they did not have the confidence to learn, with a significantly higher proportion from DE socio-economic groups (29 per cent compared with 13 per cent from other groups) and from social exclusion areas (24 per cent compared with 18 per cent from other areas). C2s and DEs were most likely to feel that learning was not for them (34 per cent and 28 per cent respectively), compared with higher social groupings. A preference for spending their free time doing things other than learning peaked among the C2 group (63 per cent). These findings exemplify one of the great challenges to SUfI: eliciting interest in, and commitment to, learning on the part of lower socio-economic groups.

Caller satisfaction with learndirect scotland

4.89 It is axiomatic that repeat usage of learndirect scotland, or word of mouth recommendations about the benefits to be derived from the service, will depend to a large extent on callers' perceptions of the helpfulness, friendliness and efficiency of the service they received. Accordingly, the 300 respondents were asked how they would rate the overall service they received from learndirect scotland.

Figure 4.4 Caller satisfaction with learndirect scotland service

4.90 As Figure 4.4 indicates, 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.

4.91 The Learner Tracking Study looks at caller satisfaction ratings in much more detail. In the 2005 study the majority of respondents considered that learndirect scotland had either met or exceeded their expectations (73 per cent). Of the remainder, 14 per cent claimed not to have had any expectations, leaving 12 per cent who thought that learndirect scotland was worse than expected.

4.92 When asked how satisfied they were with the way in which learndirect scotland had handled their call, 91 per cent of the most recent LTS sample provided a positive rating of 'excellent' (31 per cent), 'very good' (43 per cent) or 'good' (17 per cent). Although the overall level of satisfaction in 2004/05 was consistent with that recorded in 2003/04, the proportion stating that they considered the call handling to be 'excellent' increased from 24 per cent to 31 per cent.

4.93 Similarly, when asked to rate the overall learndirect scotland service, the majority (86 per cent) of LTS respondents in the most recent study reported being satisfied, with 28 per cent describing it as 'excellent', 38 per cent considering it to be 'very good' and 20 per cent saying that the service was 'good'. The overall level of satisfaction with learndirect scotland has not varied significantly over the three phases of research, although again there has been an increase in the proportion describing it as 'excellent' since 2003/04 (from 19 per cent to 28 per cent).

4.94 It can be deduced from these findings from the two different surveys that learndirect scotland invariably provides its callers with an efficient service.

« Previous | Contents | Next »