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CHAPTER THREE: PERCEPTIONS OF THE ILA SCOTLAND SCHEME
Perceptions of effectiveness of the ILA Scotland scheme
3.1 The ILA Scotland scheme was re-launched in 2004 to provide a new form of support for part time learners, help widen access to education and training, and promote greater flexibility. Many respondents, both from learning providers and intermediary organisations, agreed that the scheme was, with respect to these goals, a valuable addition to other forms of provision.
3.2 The contribution of ILA200 was particularly recognised by learning providers from all sectors as being a useful source of encouragement and financial assistance for initial re-entry to learning, particularly for those on low incomes who are often not in employment.
This view was also echoed by many of the intermediaries, and it was recognised that while other forms of financial support, such as fee waivers, existed, the ILAs were valuable in that they provided learners with a wider choice of possible providers, and they were not restricted to colleges. For many client groups the opportunity to 'learn outside the system' was welcomed. The value of recurrent funding was also recognised in that this provides learners with opportunities for progression. The positive views of many respondents in these respects can be summed up in the following comment.
"… to be perfectly honest with you, a lot of people…if they were to take up these courses and pay that money out themselves I don't think you would have any take up at all or very little. I just think it's a fantastic offer to think that you can get £200 to put towards a course…." (Local authority 8, LP interview (2))
3.3 The issue of building confidence is also one which is frequently mentioned by learning providers, and one which is key in encouraging learners to use their new learning experiences and qualifications to improve their skills and employability. Respondents from the intermediary agencies emphasised the ways in which the scheme is of value in working with a range of people in marginal and vulnerable positions, who need support in moving forward in their lives. For example, the act of opening up an ILA Scotland account by recovering drug addicts or those with mental health needs represented a positive development, increased self-esteem and assisted with recovery.
"…it's not just accessing the area of education, but for our client base to actually do something positive, just open that account of £200 that's available, for self esteem for our clients, you know just going out and bragging to their family that the first positive move that they've made, that was a huge thing." (Voluntary 1, Intermediary focus group (1))
3.4 Respondents from Trade Unions also commented on the role of ILA Scotland in improving the skills of the workforce, especially workers who may not normally be in a position where they can afford to pay for courses. One group identified in this respect are retail workers, many of whom are low paid and as a result find it difficult to access courses. The financial assistance provided by ILAs is identified as being an important form of support for workers of this kind.
3.5 Some intermediaries also commented on their work with learners who are coming to the end of their working life and/or facing redundancy and view the ILA Scotland scheme as one route for individuals to think about when preparing 'for the next step of their lives'. This is a further way in which these respondents see the scheme as contributing to the lifelong learning agenda.
"…there are people who are in work, people who are under threat of losing their work and if there's a major redundancy in the area I would go in and help out in that respect, just to upgrade skills or do multi-skilling, so I believe that ILA can be used in terms of helping that individual diversify in their career as well." (Local authority 5, Formal intermediary interview (2))
Complementarity and partnership
3.6 While the ILA Scotland scheme is recognised as a positive development in all of the ways outlined above, it is also recognised by many respondents that the scheme cannot be seen as a stand alone initiative, but must be seen as one which complements other initiatives.
Whilst the importance of the financial support to undertake learning is recognised, a number of respondents suggested that it is an interest in undertaking a course which is the initial impetus.
"If people aren't interested in learning they're not going to take any notice of the funding, so it's really getting people interested in learning in the first place I suppose." (Private provider 19, LP interview (2))
3.7 A number of intermediary agency representatives argued that many people do not have what can be described as a ' learning attitude'. This can include a wide range of people, for example those who have had little engagement with the educational system since leaving school, people who lack confidence as a result of being out of the labour market for some time, such as mothers who have been looking after children, or people who have experienced accidents or ill health. For these learners what is required is 'steps to learning', and it is suggested that the ILA scheme should consider how it can most effectively support these initiatives.
3.8 It is suggested that the ILA scheme can support these processes of re-engaging with learning most effectively by strengthening links with a wide range of different learning providers, many of whom may be community-based .
"No I don't think it's (the ILA Scotland scheme) that is the first step, I think community-based adult learning is, but once they've got their foot in the door and they're kind of beginning to build their confidence and the time is right for them, then ILA may well be a great fund to help them to progress." (Local authority 4, Formal intermediary interview (2))
3.9 A number of respondents, both learning providers, and particularly intermediaries, suggested that it is through engaging more effectively with this wider range of provision that ILAs will have most success in attracting key target groups among disadvantaged learners.
Limitations in ILA provision
3.10 While the value of ILAs in supporting learning is recognised, respondents also suggested that certain groups may face difficulties in accessing the scheme. Firstly a number of respondents have highlighted the issues faced by learners with a variety of disabilities. While it is recognised that ILA Scotland provide application information in a variety of alternative accessible formats (audio ( CD) format, Braille, large print) and it was suggested that many learners with disabilities find it difficult to access the scheme, unless they receive a considerable measure of support (this issue will be discussed further in Chapter 5). A related issue which was identified was that some learners with mental health difficulties experience confidence issues in both making contact with ILA Scotland and completing the application form. Though they may be keen on the idea of learning and improving their skills or qualifications, they may have particular problems accessing information and interpreting the requirements of the application information and making connections between the commitment to learning and the specific tasks of the application process.
"It's actually very, very scary for people who get, you know, information dropping through the door daily that they don't understand. It's like you say, 'oh, what do I do?' It's like you say 'oh, there's forms - I can't do that. I can't possibly go anywhere near it. It's too scary,' but even with the support workers who can be behind people saying 'no, that's not necessarily true'…." (Learning Uncovered delegate 1, Intermediary focus group (2))
3.11 An issue identified in both Phases One and Two of this research by some learning providers is the gap in provision for those school leavers aged between 16 and 18. This group presents a considerable body of learners who may be able to benefit from ILA funding and try a different learning environment which would suit their preferences in order to gain a vocational qualification to improve their employability.
"…there's a gap I feel for 16-18 year olds. There's a lot of young people out there that have left the school and they've not got qualifications, or they've maybe got some qualifications but they can't access ILA funding because they're not 18 and I feel that if it had been brought down to 16, we could have had a lot more young people in doing the care taster course. Some people aged 16-18 might not like school but they might like the environment of a smaller class." (Community/ voluntary 7, LP interview (2))
3.12 Another group which has been identified are learners for whom English is a second language. It has been suggested by a number of respondents that there has been growing interest from people in this category, partly associated with the growing number of economic migrants within Scotland. While ILA Scotland publicity leaflets are available in a wide range of Asian and European languages, and application packs are also available in Chinese, Hindi, Punjabi and Urdu, as well as Gaelic and English, it was suggested by some respondents that more could be done to ensure that those for whom English is not their first language can access the scheme.
"We've noticed both people from Eastern Europe and West Africa increasingly. It's still numerically quite a small workforce but increasingly they are applying for work. Now, I don't know if they would be classed as non-traditional learners, but it does seem there are large numbers of people who may not understand, ….I would suspect that Polish or Romanian is going to be equally important for people to access stuff…" (Employer 2, Formal intermediary interview (2))
Perceptions of limitations in the ILA100 offer
3.13 Participants in Phase One of this research described the ILA100 offer (then the universal offer) as limited and not meeting the demands of potential learners. Much of this dissatisfaction centred around the focus of the offer on ICT courses and associated learning opportunities. With the introduction of the changes, however, which opened up the ILA100 funding to a broader range of courses, a number of respondents expressed more positive perceptions of the ILA100 offer. However, criticisms of the ILA100 scheme continued to centre on perceived limited opportunities, despite these changes, and the disparity in opportunities offered through the ILA100 and ILA200 offers. In this respect some learning providers commented that they were not entirely sure why there were limitations on the range of courses available for the ILA100 offer.
"… we feel that it ( ILA100) should be the same as the 200 scheme as it's kind of discriminating against those students as to what they can do, or can't do." (Scotland's colleges 5, LP interview (2))
3.14 Representatives also commented that learners are confused about the restrictions associated with the ILA100 offer and they often view these restrictions as a barrier to accessing the scheme.
"We do have a problem with the £100 scheme both in eligible courses and explaining why courses are not included and also in pacifying irate students who feel that they do not get the same opportunities because of their income." (Private provider 20, LP interview (2))
3.15 Associated with this, intermediaries described difficulties in explaining the differences between learning opportunities available under the ILA100 offer, and those which are not. For example, for some intermediaries it has been difficult to explain why European Computer Driving License ( ECDL) courses are funded though Advanced ECDL courses are not 19.
3.16 Another limitation of the ILA100 offer raised was in relation to the scarcity of courses available at that price. With many courses costing over £100, this has had a detrimental impact on the number of learners being in a position to access this offer.
"… I can't see a future for the ILA 100 offer, because as I've mentioned it's very limiting with what they can do with the £100. Most courses are £150 and over nowadays." (Scotland's colleges 19, LP interview (2))
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