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CHAPTER SIX: AWARENESS AND IMPACT OF RECENT CHANGES TO THE ILA SCOTLAND SCHEME
Awareness of recent changes to ILA Scotland scheme among learning providers and intermediaries
6.1 A number of changes to the ILA scheme designed to create wider opportunities, and make it more responsive to the needs of learners and learning providers were introduced during the period of the research. Where possible, attempts were made to assess awareness of these changes and their impact during Phase Two of the research.
6.2 A mixed picture emerged amongst learning providers and intermediary regarding awareness of the recent changes to the ILA100 and ILA200 offers. For those that were aware of the changes, more were knowledgeable of changes made to the ILA100 offer than ILA200.
6.3 Across the different sectors no consistent pattern of awareness of the changes was identified amongst representatives who participated in the focus groups and interviews. And, within sectors, levels of awareness within organisations varied. The relationship between ILA Scotland and learning providers was identified as a key factor in determining the level of awareness of changes to the ILA scheme. Respondents who had a close and direct relationship with ILA Scotland noted that they had been kept informed of changes to the scheme through e-mail communication and newsletters.
"Well again anything that's been to me is by email and also there's an ILA Scotland newsletter that comes out by email, anything that's been communicated in that, those of us that are at the core of things are aware and a good many other people as well, most of the regular members of staff, even though they're not directly involved in learning have been a sort of mini briefing of the changes." (Local authority 5, LP interview (2))
6.4 Organisations which did not have such direct links with ILA Scotland reported that their knowledge was often more limited and it depended on links with other organisations. As a result awareness of the recent changes varied considerably across different intermediary types, with a slight balance in favour of those who were not aware of the changes. Among respondents from intermediary organisations, trade union representatives had the greatest awareness of the changes, potentially as a result of the already mentioned strength of relationship that exists between this sector and ILA Scotland.
"We have had information produced by ILA specifically for (name of Trade Union) and all leaflets have gone out with the changes to ILAs, so the union learner reps do definitely know of the changes that have taken place." (Trade Union 3, Formal intermediary interview (2))
6.5 In one of the Phase Two focus groups, out of five participants across a broad range of sectors, the only attendee who indicated that they were aware of the changes was a Trade Union representative. Amongst other representatives, knowledge was more limited and a number indicated that they had come across the information through indirect contacts.
"…any knowledge that we would have would be from the provider, from the college so, you know, although we would have up to date literature then unless any changes were highlighted then we basically wouldn't be aware at all." (Community centre 1, Informal intermediary interview (2))
6.6 An important factor which affected awareness of the changes was the extent to which organisations had strategies to disseminate information received from ILA Scotland to their own staff.
"Well I received an update of the changes so basically I assumed that all the college managers were aware of the changes so they should have communicated that down to their staff." (Scotland's colleges 20, LP interview (2))
6.7 Some participants in Phase Two of the study remarked that awareness within their agency with regard to the recent changes to the scheme was very varied, and that there may be colleagues who knew considerably more or less than they did. This again reflects the point that information about changes may come into organisations through ILA Scotland, but dissemination depends on internal strategies. Participants also indicated that knowledge of changes of this kind will depend on their 'need to know', which will be associated with the work which they are undertaking.
"…with workloads we don't literally sit and read all of the information that comes in. We tend to respond to requests and I'll find that out especially if I don't know something, or I'll sit and read something with the client through the pamphlet and say oh yeah it says here." (Community centre 1, Informal intermediary interview (2))
Awareness of recent changes amongst learners
6.8 Levels of awareness of changes amongst learners was described as very low, with the vast majority of providers stating that their perception was that learners' knowledge of these changes was minimal. As this level of awareness amongst learners was not high, learning providers and intermediaries provide a key role in disseminating information about changes to potential learners. Providers noted that for many learners, attaining the general knowledge and understanding of the ILA Scotland scheme, and whether they were eligible or not, was more important and takes precedent over information about the changes, however they do where appropriate indicate the nature and impact of the changes,
"…when I've had conversations with people calling about various courses, I have made them aware of the various changes to the £200 offer, again not about the £100 offer, but I've made them aware of the increase in the income level, which they didn't know about, but as I say a lot of them haven't known about ILA anyway." ( Local authority 9, LP interview (2))
6.9 While it was commented that awareness of the scheme, including the changes introduced, was quite low amongst learners, this reflected the extent to which they saw the scheme as being relevant to their needs. One provider suggested that if potential learners are not ready to take up a learning opportunity then they would probably not take much notice of the publicity material circulated that advertises the scheme.
"I think it's just the knowledge that people have of ILA. I don't think that's the fault for ILA, you know, I mean through their marketing. I just think that people in general, that if it doesn't really affect them at that moment in time, they're not going to pick it up. Do you know what I mean? It's not that ILA is not being advertised, it's just maybe that people in general are not ready for that." (Community/ voluntary 7, LP interview (2))
Impact of changes
6.10 The impact of the recent changes on widening the learning opportunities available to potential learners and introducing new learners to adult education was generally welcomed by respondents. The changes were noted as having an impact on increasing the range of opportunities available, widening participation, and providing new opportunities for progression.
6.11 From the limited number of learning providers who were able to pass comment on changes introduced to ILA200, the removal of the restriction that ICT courses must lead to a formal qualification or recognised certification generated a mixed response. On the positive side, it was stated that removing the restriction would encourage more learner progression.
However other providers questioned this change and emphasised the value of the attainment of a recognised formal qualification which was seen to enhance a learner's career prospects.
"I actually think removing the recognised formal qualification is a mistake; I think it's important that people get a recognised qualification." (Scotland's colleges 11, LP interview (2))
6.12 The change to ILA100 where courses would now be offered up to and including Scottish Credit and Qualifications Framework ( SCQF) Level 6 was welcomed by providers in different sectors as extending the range of courses and opportunities which will be available at a local level. However while some learning providers welcomed the broadening of the range of courses on offer under ILA100, other providers thought that the extension did not go far enough in widening access to learning opportunities. As noted earlier in the report, some providers would ideally like to see the same courses available under both offers. This was raised again when commenting on the expansion of ILA100.
"I would question why there has to be a difference at all. We have a £100 and a £200. If they earn more than £18,000 they get £100. Less than that, they get £200. The same courses should eligible for both." (Scotland's colleges 16, LP interview (2))
6.13 This view that there were still too many restrictions associated with the ILA100 was also echoed by intermediaries, with one participant suggesting that the same courses should be available through both offers.
6.14 The fieldwork for Phase Two of the study of Learning Providers (which commenced in December 2006) was under way before the announcement by ILA Scotland that the £15,000 threshold would be increasing to £18,000 in June of this year. Obviously, some of the interviews conducted by the research team were not able to gauge the views of providers in relation to this significant change, and those that did make passing comment were only in a position to anticipate what the likely benefits might be for the scheme, in terms of both uptake of learning opportunities and the profile of learners who may participate in the ILA Scotland scheme. From the limited number of interviewees that referred to the threshold increasing to £18,000, the general consensus was that it was a positive move which would result in more learners being attracted onto the scheme and have a positive impact on widening participation.
"Well, we're anticipating with the rise to £18K that we may get more interest… I think, you know, raising it to £18K will certainly widen the net." (Higher Education 6, LP interview (2))
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