Young people's awareness and experience of Educational Maintenance Allowances (EMAs) and their impact on choices and pathways

ANNEX 1 RESEARCH TOOLS

Paired Interviews - Young People in Receipt of EMA

Welcome and Introduction

Thank them for agreeing to participate and introduce self, York Consulting ( YCL), client and explain the aim of the interview - to help Scottish Executive assess the impact of Educational Maintenance Allowances ( EMAs) and the role of YCL - to find out about their experiences of/ what they've heard about EMAs

Explain role of participants - not a test, want to hear honest answers and that they can ask for clarification at any time. Emphasise confidentiality and anonymised responses and get permission to record if appropriate.

Explain process - length of interview, incentive at end of interview and collect pre-interview proforma.

Background

Explain that you are going to talk a bit about school/college

1. What do you like/dislike about school/college generally? i.e. friends, teachers, learning

Refer to completed proforma

2. Confirm subject studying, qualification hoping to gain, plans for when they finish school

3. What are your goals/ambitions for the future? Why do you want to do that?
PROBE FOR: work, training, FE, travel

EMAs - Initial Information and Decision Making Process

Explain you would like to move on a little to talk about EMAs but will return to some of the issues just discussed .

4. Do you remember when you first heard about the Educational Maintenance Allowance ( EMA)? What did you hear/see? Who from? What else? Positive vs negative.

5. Did you believe all you heard at first? Why/why not?

6. Did you think you would be able to get an EMA? Why/why not?
PROBE: criteria to get an EMA, weekly amount, bonuses, learning agreement

7. At that time were you thinking about leaving school/college? What sorts of things were you thinking about doing?

8. Who did you speak to for advice?
PROBE family, friends, teachers - what they said and how helpful it was

9. In the end, why did you decide to apply for the EMA?
PROBE: what was the most important factor? i.e. friends, family, money, getting qualifications RANK FACTORS

10. How did you find out how to apply?

11. Did you need any other information and help during that time? Did you receive this? What else would have been useful? ( e.g. school, helpline etc)

Application Process and Experience of EMA

Explain that we are going to talk a little about the application procedure.

12. What do you remember about the application procedure for the EMA?
PROBE: Who filled out the form? Did you/they think it was easy to complete? Was there someone you could talk to about your application? Who? Did you talk to them?

13. When you completed the learning agreement, did anyone help you?

14. Did you know how much money you would receive at first? What did you think about that? Do you think it is enough/too much? How much do you receive?
PROBE: Know about scale i.e. £30, £20, £10 - compare the amounts - if getting £30 would they have stayed on for less?

Refer to proforma andif applicableask the following questions:

15. You've said that you had your weekly payment stopped/reduced. Why/what happened? How did that make you feel? Did you know all of the rules about getting your full payment? - What are they?

16. You've said you didn't receive a bonus payment in January. Do you know why you didn't receive the payment? How did that make you feel?
PROBE: Work harder, focus more on studies, less motivated.

17. You've said you received a bonus payment in January. Do the bonus payments make a difference? How/why?
PROBE: Work harder, focus more on studies, etc.

Ask all interviewees the following questions:

18. Did you know you can get an EMA at college? If yes: how do they know? If no: what do you think about that?

19. What do you spend the money on?

20. Do you have a job?
PROBE: Why/why not?

21. Has receiving the EMA made a difference to your priorities in life?
PROBE: How? Study more, attend more classes, more driven to get qualifications, no need to work?

22. Has receiving the EMA affected your attitude towards education/getting qualifications/studying/behaviour in college or school? How/why?

23. Do you think the EMA has made you change or think differently about what you will do in the future? How/in what way?

24. If you were not getting an EMA what do you think you would you be doing now?

Final Message, Wrap-up & Thanks

25. Finally, thinking about the EMA overall, if there was one thing you could change, what would it be?

26. What other things would make a positive difference to helping you with your studies? e.g. other concessions

27. Is there anything else you would like to add? Are there any other comments you would like to make?

Thank participant and hand out incentive

Paired- Young People NOT in Receipt of EMA

Welcome and Introduction

Explain process - length of interview, incentive at end of interview and collect pre-interview proforma.

Background

Explain that you are going to talk a bit about school/college

1. What do you like/dislike about school/college generally? i.e. friends, teachers, learning

Refer to completed proforma

2. Confirm subject studying, qualification hoping to gain, plans for when they finish school/college

3. What are your goals/ambitions for the future? Why do you want to do that?
PROBE FOR: work, training, FE, travel

Decision Making Process re: post 16 options

Explain you would like to move on a little to talk about their decision to continue with their education but will return to some of the issues just discussed .

4. When you were deciding what to do when you finished school, what sorts of things were you thinking about doing?

5. Who did you speak to for advice?
PROBE family, friends, teachers - what they said and how helpful it was

6. In the end, why did you decide to stay on in education?
PROBE: what was the most important factor? i.e. friends, family, money, getting qualifications RANK FACTORS

7. Did you need any other information and help during that time? Was it received? What else would have been useful? ( e.g. school, helpline etc)

Awareness of EMA

Explain that we are going to talk a little about the application procedure.

8. Have you heard about the Educational Maintenance Allowance ( EMA)?

9. Do you remember when you first heard about the Educational Maintenance Allowance ( EMA)? What did you hear/see? Who from?

10. Did you look into applying for an EMA? Why? /Why not?
PROBE: If applied, was it a successful application? Is yes, why are they not in receipt of EMA?

11. Do any of your friends receive EMAs?
PROBE: What do they have to do to receive their payment? How much do they get? What do they spend the money on? How do you think it affects their attitude and behaviour in school/college?

12. What do you think about the fact that some of your friends receive the EMA and you don't?

Refer to proforma and if applicable ask the following questions:

13. You've said that you receive financial assistance. How did you find out about it? How long have you received this support? How much do you receive? How does it get paid to you?

14. How does your financial assistance help? What does it contribute towards?
PROBE: Work harder, focus more on studies - no need to have part time job, etc.

15. If you were not getting financial assistance to help with your studies, what do you think you would be doing now?

16. You've said you have a job. What is it you do? What do you use your wages on?

17. If you were receiving financial assistance to stay on and study do you think that would affect your attitude towards education/getting qualifications/studying/behaviour in college or school? How/why?

Final Message, Wrap-up & Thanks

18. Finally, what other things would make a positive difference to helping you with your studies? e.g. other concessions,

19. Is there anything else you would like to add or other comments you would like to make?

Thank participant and hand out incentive

Focus Group Interviews - Young People aged 14-15

Welcome and Introduction

Explain process - length of discussion, incentive at end and collect pre-interview proformas.

Introduction

Explain that you are going to talk a bit about school and confirm their names

1. What do you like/dislike about school generally? i.e. friends, teachers, learning

2. What do you do outwith school? e.g. sport, work

3. How many of you have part time jobs? Why? i.e. for money? What do you do?

Refer to completed proforma

4. Ask what qualifications hoping to gain and if they have thought about what they would like to do when they finish school.

5. What are your goals/ambitions for the future? Why do you want to do that?

6. PROBE FOR: work, training, FE, travel

Initial Information and Decision Making Process

Explain you would like to move on a little to talk about EMAs but will return to some of the issues just discussed .

7. Have you decided what you want to do when you become 16?

8. What information and advice have you received in helping you to make these decisions?

9. Whose advice did you listen to?
PROBE family, friends, teachers - who are the key influencers

10. What do you think are the advantages of staying on at school or college?

11. What are the disadvantages?

Awareness of EMAs

12. Who has heard about the Educational Maintenance Allowance ( EMA)? Who from? What do you know about it?

13. Did you believe all you heard at first? Why/why not?

14. For those of you who are planning to stay on at school or go to college - do you think you'll apply for an EMA? Why/Why not?
PROBE: criteria to get an EMA, weekly amount, bonuses, learning agreement

15. If you apply for an EMA and it is successful or unsuccessful, do you think this will affect your decision of whether to stay on at school/go to college?

16. Do you think you will be able to get an EMA? Why/why not?

17. If you decide to apply for the EMA, how will it help you with your studies?
PROBE: what was the most important factor? i.e. friends, family, money, getting qualifications RANK FACTORS

18. Have you found out how to apply?

19. If you require any additional information, where will you go to find it? ( e.g. school, helpline etc)

20. Did you know you can get an EMA at college? If yes: how do they know? If no: what do they think about that?

21. For those of you who are unsure about continuing your studies after 16, do you think the possibility of receiving an EMA will influence your decision?

22. What other information or support would you like to receive about the EMA?

Final Message, Wrap-up & Thanks

23. Finally, thinking about your future choices, e.g. whether to stay on at school, go to college, find a job, what do you think will be the biggest influence? PROBE - having discussed the EMA do you think that will be a factor?

24. What other things would make a positive difference to helping you decide to stay on a school or go to college? e.g. other concessions

25. Is there anything else you would like to add? Are there any other comments you would like to make?

Thank participants and hand out incentives

Telephone Interviews - Stakeholders
(Education Authority contacts responsible for managing EMA, Scottish Funding Council contacts involved in EMA management/administration with colleges)

Introduction

Thank them for agreeing to participate and introduce self, York Consulting ( YCL), client and explain the aim of the interview, the other elements of the research and the role of YCL.

Background

Ask about the EA and the demographics of the area and specifically:-

- about role, length of time in post and level of involvement in EMA process, number of staff who administer EMA;
- total no. of secondary schools/colleges, total no. of 16+ students and number of students in receipt of EMA
- total number of applications received in last academic year (and success rate)
- total no. of incomplete applications still outstanding
- no who received bonus / % who received bonus
- how many pupils 'dropped out' of EMA
- how good and how often is the reporting process from schools to colleges
- any issues with receiving feedback from schools / colleges
- any issues with getting info about EMA out to schools /colleges

EMA Promotion

1) What information, advice or guidance is available to pupils/students about the EMA?

2) How are local marketing materials and nationally produced information e.g. website, promoted to students/parents of pupils and the schools? What more could be done to raise awareness?

3) Are there certain times within the academic year when information is sent to schools/colleges or schools are encouraged to promote the EMA? (probe for rationale)

4) At what stage in the EMA application process does the school/college become involved?

5) If incomplete applications are received, what steps are taken to encourage completion?

EMA Process & Guidelines

6) What are the guidelines that schools/colleges follow regarding attendance, behaviour and adherence to the learning agreement by their EMA recipients?

7) What is the process for informing the school/college/ EA about changes in the circumstances/behaviour of pupils that will impact on EMA and bonus payments?

8) What flexibility is there for an EMA allowance still being paid to a recipient if absence due to special circumstances, e.g. family bereavement?

9) How much discretion does a school/college have when identifying bonus recipients? (probe for certain requirements)

10) How is the EMA monitored at the individual school/college and EA level?

11) Do schools/colleges operate same/similar systems to monitor their EMA recipients? If no, how do you ensure consistency in approach to administering and monitoring the EMA across the colleges/schools in your area?

12) What is the process for stopping a payment? How quickly can it be re-instated/errors be rectified?

The EMA Effect

13) What do you think prevents some eligible pupils/students from taking up their EMA?

14) Who are these pupils? (general characteristics)?

15) Are any (and - if so - what %) are taking up opportunities elsewhere in EET?

16) *Has the percentage of pupils opting for post-16 education across the LA increased since the introduction of EMAs? Which type of pupils has it affected most?

17) Do you believe that EMAs are helping young people from becoming NEET at post-16 stage?

18) How - if at all - do EMAs affect the overall ethos of a school (positively or negatively)? Any examples they are aware of?

19) How you received queries/comments from parents of unsuccessful EMA applicants? What types of comments have they made?

20) If you have queries about the operation of the EMA in your LA, who would/can you seek advice from?

Final message, Wrap up & Thanks

21) How could the process of the EMA application or EMA payments be improved?

22) Is there anything else you would like to add?

Interviews - Local Stakeholders
( e.g. guidance teacher, EMA co-ordinators in schools, bursary officers in colleges)

Introduction

Thank them for agreeing to participate and introduce self, York Consulting ( YCL), client and explain the aim of the interview, the other elements of the research and the role of YCL.

Emphasise confidentiality and anonymised responses and get permission to record if appropriate. Explain process - length of interview and collect example learning agreements and marketing materials. Probe where relevant depending on the role and level of involvement of the stakeholder.

Background

Ask about the school and the demographics of the school roll and specifically:-

- about role, length of time in post and level of involvement in EMA process within the school;
- total no. of 16+ students and number of students in receipt of EMA and breakdown as a percentage of total 16+ school population, no. of incomplete applications

EMA Process

1) What information, advice or guidance is available to pupils/students about the EMA?

2) How are local marketing materials and nationally produced information e.g. website, promoted to pupils/parents of pupils? What more could be done to raise awareness?

3) At what stage in the EMA application process does the school/college become involved?

4) How is the EMA monitored at the school/college/ EA level? Are you aware of the monitoring systems in other schools/colleges? If so are they similar or do they differ?

5) What are the guidelines that the school/college follows regarding attendance, behaviour and adherence to the learning agreement?

6) Once an EMA has been granted, which condition attached to the EMA do you think has the most influence on students' behaviour/attendance/achievement? Why?

7) What is the process for informing the school/college/ EA about changes in the circumstances/behaviour of pupils that will impact on EMA and bonus payments?

8) Are there any other elements that you think could be included within the learning agreement/conditions attached to the EMA?

9) How could the process of EMA application or EMA payments be improved?

Decision-making & Influences

10) *What factors do you think influence the students' decisions to participate in post-16 education?

11) What do you think prevents eligible pupils/students from taking up their EMA?

12) *Has the percentage of pupils opting for post-16 education within school increased since the introduction of EMAs? Which type of pupils has it affected most? For those pupils who would have stayed on anyway, how are they affected?

13) *How has the EMA influenced:

a) behaviour of pupils;
b) attendance of pupils;
c) attainment/achievement of pupils;
d) general engagement with the school;
e) activities outside school?

14) Do you know the amount of weekly allowance that each pupil receives? Do you have any anecdotal information or examples that the amount of allowance has a greater or lesser influence on the pupils ( i.e. differences between pupils in receipt of £10 compared to those receiving £30)?

15) Have you seen any positive changes in the attainment/achievement of pupils in receipt of an EMA since standard grade?

16) What impact has the bonus system had on attitudes towards school and achievement amongst bonus recipients and non-recipients?

17) How is the EMA perceived amongst non-eligible pupils? Has their awareness of the EMA payments to their peers impacted on their behaviour, engagement or achievement?

18) Under what circumstances would a student apply for a college bursary rather than the EMA?

Final message, Wrap up & Thanks

19) Is there anything else you would like to add?

EMA Evaluation-Young People Aged 16+ years ( IR)

EMA Evaluation-Young People Aged 16+ years (IR)