Final Report
Evaluation of Individual Learning Accounts:
York Consulting Limited
June 2002
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Contents
Executive Summary
1 Introduction
2 Methodology
3 Main findings
4Accessing and using an Individual Learning Account
5Impact and deadweight
6General comments
7Providers
8Stakeholder and Provider Perceptions
9Implications
APPENDICES
APPENDIX A: QUESTIONNAIRE (ILA HOLDERS) (PDF file 29k)
APPENDIX B: QUESTIONNAIRE (PROVIDERS) (PDF file 19k)
APPENDIX C: SOCIAL GRADE DESCRIPTORS
TABLES
Table 2.1 Breakdown of sample used
Table 6.1 Best things and worst things about ILAs
FIGURES: ACCOUNT HOLDERS
Fig 3.1Non-redeemers: reasons for non-use of ILA
Fig 3.2 Gender, ethnicity and age
Fig 3.3 Social grade
Fig 3.4 Main current activity
Fig 3.5 Forms of learning previously undertaken: Ever
Fig 3.6 Forms of learning previously undertaken: Past 12 months
Fig 3.7 Highest level of qualification
Fig 3.8 Main reasons for undertaking ILA-supported learning
Fig 3.9Main subjects studied with ILA support
Fig 3.10 Type of learning provision
Fig 3.11 Previous knowledge of subjects studied with ILA support
Fig 3.12 Satisfaction with ILA-supported learning
Fig 3.13 Incentive/discount received
Fig 3.14 Learner contributions to course costs
Fig 3.15 Other financial contributions to ILA-supported course costs
Fig 3.16"Did you know that you were using a Government-funded ILA
when you enrolled on your first ILA-supported course?"
Fig 3.17"My ILA could have given me a discount on a variety
of courses" - True/False
Fig 3.18"My ILA could only have given me a discount on the
course I am/was taking" - True/False
Fig 3.19"My ILA could only have given me discounts on courses
offered by the provider I was on courses with" - True/False
Fig 3.20"My ILA could have given me discounts on courses
with a variety of providers" - True/False
Fig 3.21"ILAs were only available to particular groups of
people" - True/False
Fig 4.1How people first heard about ILAs - main sources
Fig 4.2Source of ILA application form
Fig 4.3Ease of understanding which courses were eligible for ILA support
Fig 4.4Sources of difficulty with regard to gauging course eligibility
Fig 4.5 Sources of advice/guidance on how to use ILAs
Fig 4.6 Views of service provided by the ILA Centre
Fig 4.7 Views of service provided by Learndirect Scotland
Fig 5.1Effect of ILAs upon attitudes to learning
Fig 5.2Ways in which ILAs changed attitudes to learning
Fig 5.3How meeting/planning to meet course costs
Fig 5.4Benefits of ILA-supported learning
Fig 5.5"Without the ILA, would you still have undertaken
your most recent ILA-supported course?"
Fig 6.1 "In what ways has your view of ILAs changed as a result of media coverage?"
FIGURES: LEARNING PROVIDERS
Fig 7.1 Geographical area covered by learning providers
Fig 7.2 Provider sector
Fig 7.3 Number of years involved in training provision
Fig 7.4 Number of staff involved in training provision
Fig 7.5 Number of learners currently on courses
Fig 7.6 Percentage of learners (as at 20 th December 2001) who were ILA holders
Fig 7.7 Impact of ILAs upon learner numbers
Fig 7.8 Courses accessed by ILA holders
Fig 7.9 Course areas that had seen an increase in learner numbers
Fig 7.10 Courses introduced as a result of ILAs
Fig 7.11 Satisfaction with the provider registration process
Fig 7.12 Reasons for dissatisfaction with the provider registration process
Fig 7.13 Satisfaction with quality assurance arrangements
Fig 7.14 Suggestions of ways to improve quality assurance arrangements
Fig 7.15 Satisfaction with the provider payment process
Fig 7.16 Provider views on ILA application process for learners
Fig 7.17 Provider views on how the ILA application process for
learners could be improved
Fig 7.18 Understanding of role played by Learndirect Scotland
Fig 7.19 Satisfaction with service provided by Learndirect Scotland
Fig 7.20 Reasons for dissatisfaction with service provided by Learndirect Scotland
Fig 7.21 Satisfaction with service provided by ILAC
Fig 7.22 Reasons for dissatisfaction with service provided by the ILAC
Fig 7.23 Employer contributions and whether this caused administrative difficulties
Fig 7.24 Courses that employers were more likely to contribute towards
Fig 7.25 Impact of ILAs upon course fees
The views expressed in this report are those of the researcher and
do not necessarily represent those of the Department or Scottish Ministers.