Evaluation of Individual Learning Accounts: Final Report
Main reasons for undertaking ILA-supported learning
3.20 Redeemers gave a wide range of reasons for undertaking the learning supported by their Individual Learning Account, but the most frequent were, in order of popularity:
- to develop new skills;
- to obtain a new or better job;
- to succeed at work;
- to gain qualifications;
- to increase self confidence;
- personal development.
3.21 Responses differed from those given by redeemers in the Spring 2001 ILA survey in Scotland in so far as:
- there was an increase (from 8% to 13%) in the proportion of redeemers who stated "to succeed at work" as a main reason for undertaking their ILA-supported learning;
- the most commonly cited reason - 'to develop skills' - showed a slight decrease from the previous Scotland survey (a fall from 27% to 25%).
3.22 In the current survey, a higher proportion of those in the 18-30 year age group (41%) cited work-related reasons, compared to 20% of those aged 51 or above. This trend is reversed amongst those giving 'to develop skills' as their main reason, which was mentioned by 15% of those in the 18-30 age group compared to 34% of those aged 51 or above. This is likely to be a reflection of those in the older age groups undertaking an ICT course to develop new skills, whereas those in the 18-30 age group were more likely to already possess such skills as a result of their school education.
Learning supported by Individual Learning Accounts
Subject(s) studied with ILA support
3.23 Redeemers were asked to identify the main subject they had studied with support from their ILA. Their responses, outlined in Figure 3.9 below, show that over two-fifths (43%) of redeemers were undertaking an ICT course, many of which will have been eligible for an 80% discount. However, despite their also attracting an 80% discount, Communication courses were only mentioned by 2% of redeemers with Basic Maths/numeracy courses being mentioned by 1%.
3.24 Redeemers' responses indicate that 6-7% of redeemers may have received an 80% discount for ineligible courses. Numerous courses were mentioned, each by small numbers of redeemers, and included history, accountancy and social care.
3.25 A slightly higher percentage of those aged 51 or above (52%) were undertaking ICT courses compared with those aged 18-30 (30%). Again, this is likely to reflect the fact that many of those in the younger age group will have already developed ICT skills whilst at school or college. ILA holders aged 51 or above were also slightly more likely to have been undertaking a leisure/arts course than other age groups, and less likely to be have been undertaking a job-related course.
3.26 A higher proportion of ILA holders with no qualifications, and the unemployed (both at 50%), were likely to say that they had undertaken an ICT course compared to those with prior qualifications (42%) or whose main activity was education/training (27%).
3.27 The types of learning provision being accessed by redeemers are shown in Figure 3.10 below.
3.28 A higher proportion of men had used their ILA to support distance learning provision compared to women (26% and 19% respectively) but more women (25%) than men (20%) had used a local learning centre. Of those who received an 80% discount, 34% had accessed their learning at a local learning centre.
3.29 A significantly higher proportion of those who had participated in distance learning solely based on tapes, CD-Roms or books had been studying ICT (20%) compared to any other subject area (8%). Those groups who were slightly more likely to say that they had undertaken this form of distance learning were male, in the 31-50 age group, unemployed and to say that recent media coverage had changed their attitudes towards ILAs.
3.30 Redeemers were then asked about their previous knowledge of the subject studied with support from their ILA. As Figure 3.11 demonstrates, almost one-half (46%) had some or a lot of knowledge with just over one-quarter (26%) having none at all. Their responses are similar to those which emerged from the Spring 2001 ILA survey in Scotland.
3.31 Those in social classes DE (36%), the unemployed (33%) and those who said that their attitude to learning had changed as a result of using their ILA (32%) were more likely to say that they had no prior knowledge of the subject they had studied.
3.32 In addition, redeemers undertaking an ICT course tended to have less knowledge of the subject compared to those studying other subjects. For instance, 37% of those who had studied ICT had some or a lot of knowledge of the subject being studied compared with 54% for other subjects.
3.33 Figure 3.12 outlines redeemers' levels of satisfaction with their ILA-supported learning. Although the majority of redeemers (85%) felt that the course had met or exceeded their expectations, there were slightly higher levels of dissatisfaction reflected in this survey than in the previous Scotland survey. For example, an increase from 7% previously to 12% in those saying that they either wished that they had not taken the course or that it was not as useful as they had hoped it would be. The unemployed (23%) were more likely to express dissatisfaction with their ILA-supported learning.
Course costs and contributions
Incentives/ discounts
3.34 Redeemers interviewed as part of this survey were asked what incentive/discount they had received to support their most recent period of ILA-supported learning (Figure 3.13). One-half of respondents said that they had received the 150 incentive, with far smaller proportions mentioning either of the two discounts (20% and 80%). A significant proportion of redeemers mentioned a different figure. This issue has also emerged in other ILA surveys, as many people remember the sum of money that they had received rather than the discount being accessed. A further 19% of redeemers could not remember what funding they had received through their ILA.
