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Research was carried out by the Learning and Skills Development
Agency (now the Learning and Skills Network) to evaluate the
impact of the funding made available for further education
(FE) courses of three or six hours in length ('short courses').
The research found that the initiative was successful in providing
learning to adults, many of whom had not taken part in it
for some time. However, it highlighted the fact that, in order
to evaluate fully the success of such courses, a system of
tracking learners is needed - in order to be certain of what
courses and qualifications they had undertaken in the past
and whether they progressed to further learning. The research
took place in two stages, the second of which focused on short
ICT courses. The findings of the second stage are grouped
under four headings: 'what we know'; 'what we do not know';
implications for stakeholders (such as learning providers);
and questions for further research. The findings of both stages
are summarised in more detail below. Stage
2
The key issues identified in Stage 1 were:
- Those with responsibility for funding should recognise
that this initiative was successful and that it highlighted
the value of short episodes of learning.
- Policies and strategies should be developed to link basic
skills provision with ICT, since ICT is of interest to many
learners with basic skills needs.
- A national system should be developed to track the progress
of learners across providers.
- Taster courses should be recognised as a whole experience
and a valuable first step for adult learning, and funded
accordingly.
- Taster courses must meet a range of needs which have resource
implications and require funding. Such needs include consultation,
provision of information and support, adult-friendly environments
and so on.
- Progression should be recognised and valued in the broad
sense, whether horizontal (widening horizons at the same
level) or vertical (more advanced courses in the same subject).
- The institutions that used the short course initiative
most effectively had taken a whole college approach with
support and direction from a senior manager, and in conjunction
with other initiatives such as learndirect.
Kirk, G., Kirk, J., Fletcher, M., and Vorhaus, J. (2001)
Evaluation
of 3- and 6-hour courses,
Stage
1. London: Learning and
Skills Development Agency.
This second report focuses on ICT courses. The research included
the findings of questionnaires received from 15 educational
institutions (covering around 10,000 learners), as well as
from 21 institutions also involved in Stage 1; 139 replies
to a postal survey of learners; testimonies from staff at
a sample of six colleges; involvement with two basic skills
Pathfinder projects; analysis of data from the national Individualised
Student Record (ISR) database; and further analysis of the
information gathered in Stage 1. The conclusions of the research
fall into four categories, each covering the overall impact
of short ICT courses; learners; basic skills; progression
issues; and the learning experience.
Impact: These are popular courses
and attract many learners who have not been involved in learning
for a long time. This may be because short courses are non-threatening
and convenient.
Learners: The courses have been
particularly successful in recruiting both older learners
and young people from minority ethnic groups (especially men,
in both cases).
Basic skills: Some learners
enrolling on short ICT courses have basic skills needs (the
researchers estimate that these learners made up 10% of their
sample, but suggest that the number may be higher), and some
enrol in order to address these needs.
Progression: Around half
of the learners progressed to other ICT courses, many at a
higher level. They were far less likely to progress if they
rated the short course as "poor".
The learning experience: Most
learners enjoyed the course and described benefits ranging
from increased confidence and improved skills to simply having
fun. The most important factor for them was the quantity and
quality of the individual support they received from staff.
They were also frustrated if equipment did not work or if
the course was not what they expected.
Impact: For many people there
is less stigma attached to learning ICT than to learning literacy,
so these courses attract people who would not enrol in overt
basic skills courses. However, it is not clear whether this
appetite for learning will be maintained as more and more
people become computer literate, and it is possible that just
as much stigma will be attached to having poor ICT skills
as to poor literacy and numeracy.
Learners: We do not yet know
how successful these courses have been in targeting "widening
participation" learners. There are also large gaps in
our knowledge of learners' "learning history", because
we have no national system for tracking learners.
Basic skills: We do not know
the actual numbers of participants in these courses who have
basic skills needs.
Progression: We do not know
whether any particular groups of learners were more likely
to progress than others.
The learning experience: We
do not know what expectations learners had of their courses.
Impact: Short ICT courses should
continue to be funded, with their content kept under close
review in line with developments in technology.
Learners: Providers need to
make sure that they have suitable equipment, facilities and
support for the learners. Questions relating to their learning
histories could be included in the ISR, and providers could
monitor learners' progression in more detail than at present.
Basic skills: This is a very
important issue for providers, affecting curriculum design,
course materials, tutoring and learner support. Some providers
are mapping ICT courses against the national literacy and
numeracy standards. Institutions need to provide learners
with opportunities for screening, and to consider how to support
learners, for example by training staff to be sensitive to
their needs and to identify and support those who require
help with their basic skills.
Progression: Providers need
to ensure that clear information about progression opportunities
is available: such information could be seen as integral to
some types of taster course. Staff have a very important role
to play here.
The learning experience: This
type of short course should be generously staffed, and funding
bodies need to bear in mind that this can only happen if funding
is also generous. Providers should regard short courses as
special cases because of their ability to attract new learners.
This study suggests that the courses work best when they are
run in small "taught" groups. Course materials need
to be clear and graphic. Providers should be clear about the
purpose of the course (eg taster, introduction, or leading
to a specific skill).
Impact: Due to time constraints,
providers have not collected much information about learners'
motives and expectations for these courses, although these
would be interesting.
Learners: Interesting topics
include the degree to which institutions are widening participation,
and the profiles of young learners from minority ethnic backgrounds.
Basic skills: It would be useful
to know about the actual skill levels of learners on short
courses, particularly new learners.
Progression: Not one learner
in this survey mentioned progressing to a course in another
curriculum area, although this could have been because they
thought that the question related only to ICT courses. If
short courses are designed to give people a taste of learning
itself, it would be expected that colleges would make learners
aware of the range of courses available, and it would be interesting
to track learner movements within a particular college.
The learning experience: It
would be interesting to undertake a comparative study of learning
materials used on short ICT courses, and investigate the impact
on learners' perceptions, and on subsequent progression and
achievement rates.
Kirk, J. and Kirk, G. (2002) Evaluation
of 3- and 6-hour courses,
Stage
2. London: Learning and
Skills Development Agency.
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