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DOCUMENT RESUME ED 466 991 CE 083 590 Hillage, Jim; Aston, Jane AUTHOR TITLE Attracting New Learners: A Literature Review. Sussex Univ., Brighton (England). Inst. for Employment INSTITUTION Studies. Learning and Skills Development Agency, London (England). SPONS AGENCY ISBN-1-85338-662-6 ISBN 2001-00-00 PUB DATE 78p.; This document and a companion ideas paper (CE 083 580) NOTE were produced for a Learning and Skills Development Agency International Seminar (London, England, June 2001). For another related document on "Attracting New Learners," see ED 465 049. Learning and Skills Development Agency, Regent Arcade House, AVAILABLE FROM 19-25 Argyll Street, London W1F 7LS, United Kingdom (Ref. No. R1079). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http:/ /www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/pubs/dbaseout/download.asp?code=R1079. Information Analyses (070) PUB TYPE EDRS Price MF01/PC04 Plus Postage. EDRS PRICE Demonstration Programs; Education Work Relationship; DESCRIPTORS *Educational Demand; Employer Employee Relationship; Enrollment Influences; *Enrollment Management; Enrollment Trends; Flexible Scheduling; Foreign Countries; *Industrial Training; Literature Reviews; Paying for College; *Postsecondary Education; Publicity; Rural Education; Student Costs; Student Financial Aid; *Student Recruitment; Urban Education Barriers to Participation; United Kingdom IDENTIFIERS ABSTRACT This report provides a review of the United Kingdom (UK) and international literature about initiatives to stimulate demand for post-16 learning. Chapter 1 introduces sources and method. Chapter 2 outlines the current pattern of participation in learning activity in the UK and identifies the main barriers impeding further involvement. Chapters 3-5 describe a range of initiatives aimed at stimulating demand for learning across the world. Initiatives have been categorized into three broad types. Chapter 3 considers initiatives stimulating mass demand through widespread publicity, provision of advice and guidance or funding, and making the provision of learning more flexible. Chapter 4 examines initiatives stimulating demand for learning among targeted groups of individuals (including young people and women, and people with particular skill deficits) and communities (particularly those in rural or inner city areas). Chapter 5 addresses initiatives stimulating demand among employees and for work-related learning. Chapter 6 draws conclusions. Appendixes include a list of initiatives cited in the review and a 54-item bibliography. (YLB) Reproductions supplied by EDRS are the best that can be made from the original document. learning PERMISSION TO REPRODUCE AND and skills DISSEMINATE THIS MATERIAL HAS development BEEN GRANTED BY agency TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this attracting new learners document do not necessarily represent official OERI position or policy. a literature review Jim Hil lage and Jane Aston 4 BESTCOPYAVABLABLE Published by the Learning and Skills Development Agency www.LSagency.org.uk Feedback should be sent to Information Services, Learning and Skills Development Agency, 3 Citadel Place, Tinworth Street, London SE11 5EF Tel 020 7962 1066 Fax 020 7962 1258 [email protected] Registered with the Charity Commissioners ISBN 1 85338 662 6 R1079/05/01/150 © Learning and Skills Development Agency 2001 You are welcome to copy this publication for internal use within your organisation. Otherwise no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, electrical, chemical, optical, photocopying, recording or otherwise, without prior written permission of the copyright owner. Note The Learning and Skills Development Agency was formerly known as FEDA. Preface This report, prepared by the Institute for Employment Studies, reviews UK and international literature about initiatives to stimulate demand for learning. Commissioned by the Learning and Skills Development Agency, it provides background for an international seminar hosted by the Agency in June 2001. The review and seminar represent the first stage in a longer term project to develop research and inform policy and practice on successful ways to increase participation in learning. A particular concern is to identify ways to engage people who have benefited least from education and training in the past and may be 'hard to reach'. V 4 The Institute for Employment Studies an independent, for Employment Studies The Institute is apolitical, international centre of research and consultancy in human resource issues. It works closely with employers in the government and public manufacturing, sectors, service departments, agencies, professional and employee bodies, and foundations. For over 30 years the Institute has been a focus of knowledge and practical experience in employment and training policy, the operation of labour markets and human resource planning and development. IES is a not-for-profit organisation which has a multidisciplinary staff of over 50. IES expertise is organisations through research, consultancy, available to all publications and the Internet. THE INSTITUTE FOR EMPLOYMENT STUDIES Mantell Building Falmer Brighton BN1 9RF UK Tel. + 44 1273 686751 (0) Fax + 44 690430 1273 (0) www.employment-studies.co.uk vi 5 The Learning and Skills Development Agency The Learning and Skills Development Agency is a strategic national resource for the development of policy and practice in post -16 education and training. The Agency's activities include research, with partners, to underpin the development of future policy for post-16 education and training. We also have a clear emphasis on work-based training while maintaining a focus on colleges and developing and defining professional practice for managers, teachers and lecturers. The Agency works with organisations that specialise in adult and community learning and supports schools post-16. vii Contents 1. Introduction 1 Purpose of the project 1.1 1 Sources and method 1.2 1 Structure of the report 1.3 3 2. The Demand for Learning 5 Level of participation 5 2.1 Who participates? 2.2 6 Barriers to participation 2.3 8 Conclusion 2.4 11 3. Stimulating Mass Demand 12 Initiatives aiming to engage interest in learning 12 3.1 Initiatives providing information, advice and 3.2 guidance 15 Universal funding routes 17 3.3 More flexible provision 19 3.4 Conclusion 23 3.5 4. Initiatives Targeted at Individuals and Communities 26 Initiatives aimed at non-learners 26 4.1 Skill deficit initiatives 37 4.2 Engaging communities 40 4.3 Conclusion 44 4.4 5. Stimulating Demand for Learning at Work 46 Employer contributions 47 5.1 Tax incentives 5.2 48 State funding 49 5.3 Time off for study 5.4 50 Partnerships 5.5 51 Conclusion 53 5.6 6. Conclusion 55 Taking the initiative 55 6.1 What works? 58 6.2 The gaps 60 6.3 ix Appendix 1: Initiatives Cited in the Review 62 Bibliography 67 1. Introduction This report provides a review of the UK and international to stimulate demand for post-16 literature about initiatives learning. It is written as a background paper for the two-day and Learning the Skills hosted international seminar by Development Agency in June 2001 to examine ways to increase the demand for learning. 1.1 Purpose of the project The aim of the review was to identify and analyse relevant literature both from within the UK, and from other countries of relevance to the UK, on policy and practice initiatives intending to stimulate demand for post-16 learning. Where possible we searched for material which offered a critique and/or an evaluation of the initiatives, although this was more difficult to find than descriptions of the initiatives themselves. In analysing the material we sought to identify factors which appeared to contribute to the success or otherwise of initiatives. 1.2 Sources and method To identify the material we employed a three-pronged search strategy involving: searching databases such as BIDS Education Index (British the US Educational Resources Education Index, ERIC, Information Center), using combinations of the following search terms: adult, vocational, post-16 (-] learning, education, training (stimulate) demand, motivation policy, initiatives, evaluation a general Internet search using the above terms searching specific websites for evidence of activity in the area, use of site-specific databases, policy agendas etc. Websites include: Attracting New Learners: A Literature Review 1 UK Department for Education and Employment Campaign for Learning UfI Centre for Continuing Education, Sussex University LSDA/FEDA NACETT NIACE NFER NAGCELL (National Advisory Group for Continuing Education and Lifelong Learning) Trade Union Learning Fund York Consulting International r: CEDEFOP OECD UNESCO Adult Learning Australia Australian National Training Authority Australian Council for Education and Research NCVER Australia DETYA (Dept of Education, Training and Youth Affairs) Australia US Department of Labor US Employment and Training Administration America's Learning Exchange National Center for Education and Statistics - American Council on Education National Institute for Adult Literacy. All relevant material and initiatives identified were then noted and logged into a database. Initiatives were included on the grounds that they intended directly or indirectly to improve the level or character of demand for learning. Initiatives that primarily acted on the supply side, eg by affecting the content or form of learning provision, were excluded, unless they were explicitly aimed at stimulating demand. Within the timescale and budget available we had to confine ourselves to material in English. This means that we cannot claim The Institute for Employment Studies 2