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This report contains the findings of a research study commissioned by the Guidance Council to inform the future development of information and guidance (IAG) services in the UK. It is a comprehensive follow-up to the first Market & Opinion Research International (MORI) study undertaken in 2000 and its primary aim is to assess how the public's perceptions of IAG provision have changed since the first study. The research consisted of a literature review, a pilot survey and a large-scale face-to-face survey of the general public. The report analyses the relevance and perceived benefits of IAG, and suggests how provisions can be improved to meet the changing needs of adults. The research indicates that users are still generally very satisfied with IAG services currently available. One concern is that, although provision has expanded rapidly over the past four years, use of IAG has fallen slightly over this same period of time. The evidence suggests that the same, or very similar, groups are being excluded, or at risk of being excluded, as reported in the earlier survey. Employers continue to be seen as the most useful source of IAG, although the Internet has increased in importance. Demand for IAG remains tightly connected to demand for new skills, a new job and career progression. Targeted strategies are proposed to promote wider access and take-up of IAG services. The report presents its findings under the following topics: general attitudes towards learning and skills development, and perceptions of IAG services; awareness of different sources of IAG; levels of use of IAG and the nature of IAG interventions, including employer provision; satisfaction with IAG process and outcomes; unmet need for IAG provision; IAG service priorities and gaps in provision; image of IAG services; scope for expansion of services; and public willingness to pay for IAG. Show less

[This publication] is a guide to setting up a 'Prescriptions for learning' project - an initiative that bases a Learning Advisor in a GP [general practitioner] surgery or health centre to take referrals of individuals and work with them to access appropriate learning opportunities. 'Prescriptions for Learning' addresses two key government objectives: to tackle health inequalities and to widen participation in learning. This guide offers everything you need to know about 'Prescriptions for learning', from why it is such a valuable and worthwhile project, to how a new project can be set up and run, and how an existing project can be sustained and embedded within existing services in your area. The book incorporates case studies and quotes from learners and practitioners, contact details of leading members of existing projects and useful websites, as well as sample materials from existing projects. In short, it provides all you need to win over the hearts and minds of health and education sector practitioners and managers to the idea of 'Prescriptions for Learning' as a means to widen participation and tackle health inequalities.

Published abstract reprinted by permission of the copyright owner. Show less

During 2003, the UK Department for Education and Skills (DfES) and the Institute for Employment Studies (IES) began working on a large scale research project to collect evidence on the perceived and observable outcomes of advice and guidance. A key aim of the project was to identify, where possible, the additional benefits of receiving more in-depth support in the form of advice and/or guidance over that of receiving information alone. The longitudinal element of the research allowed this to be assessed in both the short and medium term. This report provides evidence on the impact of publicly funded information, advice and guidance (IAG) services, focusing on adults over the age of 20 and whose highest qualification level was National Vocational Qualification (NVQ) level two or equivalent. The research aimed to identify changes to the baseline position of individuals taking part, particularly in terms of work, learning and career outcomes, and the role of IAG provision in facilitating any changes. Key findings are: IAG is generally more effective when experienced as part of a process, rather than as an isolated event; in-depth support is positively associated with a range of observable learning and career outcomes; in-depth support helps people recognise and value what they have achieved, increases confidence in planning for the future, and general self confidence; low-skilled adults are likely to need more than initial in-depth support if they are to make progress in the labour market; and people who receive in-depth support engage in a different, more work-focused type of learning experience in the medium term from those who received information only. Show less

The National Adult Learning Survey (NALS) series began with a baseline survey in 1997 which explored participation in a wide range of adult learning activities in the United Kingdom (UK). Further surveys were conducted in 2000, 2001 and 2002 and the series is used by the Department for Education and Skills (DfES) to monitor the effectiveness of its adult learning policies and progress towards the National Learning Target for adult participation. This report presents the results from NALS 2002. The survey questioned participants about a variety of learning experiences, either ‘taught learning’, involving some formal teaching, or ‘self-directed learning’, over the previous three years. The report draws on the results of NALS 2002 to examine learning trends, learning among different groups, obstacles and incentives to learning, ‘taught’ and ‘self-directed’ learning, use of and attitudes towards information and communication technology (ICT), social capital and learning (involvement in leisure activities and voluntary/community activities and their relationship to learning), information, knowledge and attitudes about learning, and future learning intentions. Key findings include: the national learning target for adult participation has been met; participation levels are considerably lower than average among certain groups (people aged 70 and over, people with no qualifications, people with basic skills difficulties and adults living in the most deprived areas); non-learners mentioning childcare or transport difficulties said some form of assistance in these areas would encourage them to participate; the majority of respondents who had started learning had done so for job related reasons; information and communications technology (ICT) had been used by 70% of adults at some point in their lives; and almost all (94%) of learners had received some form of information, advice or guidance that had helped them with their learning decisions. Show less

This document reports on Stage 1 of the extensive evaluation of the adult basic skills Pathfinder Extension program which was launched in September 2001. It provides descriptive findings on the progress of the program, surveying learners, learners in prisons and teachers. Interviews were conducted with learners in Pathfinder programs as well as a comparison group of learners on traditional basic skills courses and this information was confined to providing descriptive information which was of interest from a policy viewpoint. The survey of learners in prisons covered all Pathfinder courses and was conducted in seven prison establishments. A postal questionnaire was sent to all teachers known to have taught Pathfinder courses with a view to obtaining their experiences concerning the courses they taught. The surveys found that the great majority of learners wanted courses that would lead to a qualification. Their responses to course content, teaching methods and relationships with teachers and other participants were all very positive. Teachers found courses an enriching professional experience and believed that learner motivations and outcomes were being positively affected. One challenge identified by the evaluation concerned barriers to access such as child care difficulties and working hours conflicting with course times.

There are three accompanying reports on the evaluation of the Pathfinder Extension program: the report of Stage 2 of the evaluation is indexed at TD/TNC 75.223; an overview of the evaluation is indexed at TD/TNC 75.221; and the final report of the evaluation is indexed at TD/TNC 75.224. Show less

Providing new and imaginative opportunities that encourage adults to learn and develop fresh skills has an increasingly prominent position on social agendas that aim to widen access to learning, regenerate communities, and tackle social exclusion. Non-traditional providers in the arts and cultural sectors contribute to these opportunities by delivering a variety of activities, courses and workshops. This research, which was carried out between August 2002 and January 2003, was a qualitative study aimed at finding out adults? perceptions of informal learning and exploring the potential role of non-traditional providers and venues in offering learning opportunities. Visits were undertaken to 29 venues where interviews were conducted with 131 learners (participants), 46 people not engaged in learning activities (non-participants) and 28 staff with the intention of eliciting learners? views on the provision made by non-traditional providers of adult learning. Learners’ views were very positive, however there were some concerns about resourcing and facilities. It should be possible to develop activities in this sector and to reach a wider audience. Whether accessing such provision can lead learners directly into more formal, accredited courses has yet to be demonstrated but a key component of such progression would be partnerships between non-traditional and mainstream providers, which could provide learners with ready access to information and guidance about courses, and ease the path to further study for those learners wishing to build on the skills or knowledge gained. Show less

The aim of this research was to assist in the development of impact measures for adult and community learning (ACL). It provides a detailed profile of the characteristics of learners representing ACL in Local Education Authority (LEA) provided adult education, community and voluntary provision, and information and communications technology (ICT) related provision in England. It also measures the impact (direct and indirect benefits) of learning. The findings are presented under the following headings: Learner profile; Patterns of learner activity; Details of the 2001/2 course; Impact of the 2001/2 course; Future plans. The main findings indicate that: most learners are older and female; 71 per cent have undertaken some other form of learning apart from adult and community learning since leaving continuous full-time education; 35 per cent had a disability or long term illness compared to 21 per cent of the general population; 56 per cent either had no qualifications or qualifications at level one on leaving compulsory full-time education; 66 per cent of learners went on to do further learning in 2002/03.; ICT learners are the most likely group to be aiming to achieve qualifications; and the main non-economic benefits LEA learners get relate to mental and emotional well being. Show less

This report forms part of the extensive evaluation of the adult basic skills Pathfinder Extension program which was launched by the Department for Education and Skills (DfES) in September 2001. Stage 2 of the evaluation focused on providing impact estimates and descriptive analyses of learner characteristics, their attitudes and their course experiences. It also introduces outcome measures such as employment outcomes, job changes and new course enrolment. There is a comparison of key characteristics between Pathfinder Extension participants and a comparison group of learners on traditional adult basic skills courses. Estimates of the impacts of Pathfinder activities compared to traditional provisions are given.

There are three accompanying reports on the evaluation of the Pathfinder Extension program: the report of Stage 1 of the evaluation is indexed at TD/TNC 75.222; an overview of the evaluation is indexed at TD/TNC 75.221; and the final report of the evaluation is indexed at TD/TNC 75.224. Show less

This report provides evidence gathered from a large-scale survey-based evaluation of the impact of publicly funded information, advice and guidance (IAG) services on adults over the age of 20 with qualifications of no more than level two or equivalent. The research aims to track individuals over time to identify changes to the baseline position of service users in relation to their work and learning situation and to highlight the extent to which the provision of IAG services have influenced these changes. The results have therefore been compared for different groups of service users, that is, those receiving just information and those receiving more in-depth advice and/or guidance. The main research aims for this current and potentially baseline phase are to: precisely define the population to which the results apply and will apply; to identify any changes to work, learning, confidence and opportunity awareness outcomes at this intermediate stage; and to decide if any observed changes can be attributed to the IAG intervention itself. The majority of the report is concerned with describing the similarities and differences between the two groups of interest: those receiving information only and those receiving advice and/or guidance. Show less

This report summarises the findings of a literature review (ranging from academic studies to unpublished accounts of local practice) on adult and community learning (ACL) based on a study undertaken between December 2000 and March 2001. Its aim is to inform policy and provide the Learning and Skills Council (LSC) and the Department for Education and Skills (DfES) with information on what works in ACL. Some key findings are: (1) excellence in ACL involves an approach that engages creatively with groups and individuals and meets them on their own terms and their own territory, involves the voluntary and community sectors in staff development, focuses on improving the retention of learners on the early stages of the learning experience, and helps individuals progress using accreditation where it motivates rather than deters the learner; (2) local authorities are the main players, but ACL takes place in a variety of settings; (3) the learning often has a significant impact on the skills and employability of individuals; (4) there are numerous social benefits; and (5) ACL is particularly suitable for outreach to disadvantaged people. The chapters of the report are: Introduction; The rationale for adult and community learning; Aspects of quality; Improving access; Achieving coherent provision; Discussion. Also included are a bibliography and three appendices: (1) Project methodology; (2) Case studies; (3) Some useful websites. Show less