Supplementary memorandum submitted by
the Department for Education and Skills
Questions 19-20 (Mrs Browning)
For the period April 2002 to March 2003 the
Prison Service assessed the literacy of 96,589 prisoners and the
numeracy of 95,277 prisoners. For literacy, 36.9% were below level
1, 18.2% were at level 1 and 44.9% were above level 1. For numeracy,
42.9% were below level 1, 25.9% were at level 1 and 31.2% were
above level 1.
There is no data available on the number of
individuals starting a basic skills course. However, for the period
April 2002 to March 2003, over 41,000 nationally recognised qualifications
in literacy, language and numeracy were achieved by prisoners.
Performance in meeting basic skills needs of
prisoners has continued to rise. In 2004-05 prisons delivered
63,726 literacy, language and numeracy qualifications against
a national target of 56,080.
Work is now underway to develop a new integrated
learning and skills service for offenders which will be planned
and funded by the Learning and Skills Council. The new service
will be piloted in three regions: the North East, North West and
South West from August 2005, and will roll out in the remaining
six regions in England from August 2006. The new service will
be based around a set of aspirations for the quality of delivery,
as set out in the "Offender's Learning Journey" available
on www.dfes.gov.uk/offenderlearning. The LSC will be accountable
for delivery of targets for the new service and will provide data
to the Department on how learner needs are met.
Question 35 (Mr Allan)
1. BACKGROUND
1.1 The Get On Campaign aims to raise demand
for basic skills learning in order to help 2.25 million adults
achieve a first literacy, language or numeracy qualification by
2010. Since 2001 the objectives of the promotion campaign have
been to:
(a) Raise awareness of literacy, language
and numeracy skills issues;
(b) Reduce the stigma attached to English
and maths skills needs; and
(c) Motivate adults to take action to improve
their skills.
1.2 The advertising consists of a mixture
of television, radio and print advertising (such as press adverts,
billboard posters, bus/train headliners and bus tickets) and is
complemented by a range of PR activity and local campaigning activity.
In each year of advertising the campaign has featured the now
well-known "Gremlins" characters. The advertising encourages
people to ring learndirect, the national learning advice line,
on 0800 100 900.
2. SUMMARY
2.1 The Get On campaign has been instrumental
in raising awareness of skills issues and encouraging action:
we estimate that well over 300,000 calls to learndirect are directly
attributable to the campaign. Along with delivery partners such
as the Learning and Skills Council, learndirect and Jobcentre
Plus, the campaign has made a significant contribution to meeting
the 2004 target of 750,000 learners achieving their first level
Skills for Life qualification.
2.2 The campaign achieves very high awareness
figures (currently a peak of 93% amongst the target group—March
2005) and is among the most well-known of all Government campaigns.
People engaging with the campaign report that the systems (eg
the telephone helpline) work well and that the information provided
(eg the motivational video or course information) encourages them
to take action to improve their skills.
2.3 There are some areas for improvement,
such as better targeting of ESOL learners (people with English
as a second language) and older learners, and better conversion
of awareness into action.
3. KEY FACTS
AND FIGURES
3.1 Tracking Research
3.1.1 The tracking research is done on a
survey basis and identifies people in the Skills for Life target
group. It measures their awareness and recall of the advertising,
as well as their attitudes and whether they have taken any action
to improve their skills.
3.1.2 Tracking research suggests that the
campaign has delivered the messages it set out to deliver. Initial
executions focused on raising awareness of the campaign and offering
people help and encouragement. As the campaign has moved though
its various phases—such as tackling people's excuses for
not taking action, then focusing the work context and the benefits
of gaining a qualification—respondents' take-out from the
advertising has reflected these messages.
3.1.3 Among all those who have seen the
campaign, a huge majority describe the campaign positively (85%
v 14%). This has been consistent across all waves of the advertising.
3.1.4 The campaign has increased the motivation
to take action and has made people more likely to admit that taking
action is something that needs to be done. However, these increases
in motivation have yet to be fully translated into action—suggesting
that there are still significant barriers, even once people have
reached the stage of wanting to progress.
3.1.5 The campaign is less likely to reach
those for whom English is their second language (although it should
be noted that the campaign has never specifically sought to target
this population—with demand for courses already being high
amongst speakers of other languages). However, they are also most
likely to feel that the advertising is relevant to them.
3.1.6 The perceived relevance of the campaign
drops dramatically for those over 55 years.
3.1.7 Wave 9 of the campaign (February/March
2005) recorded the highest level of awareness of any advertising
about basic skills since the campaign began. 74% of the basic
skills population are now aware, which represents an increase
of 2.2 million adults since the campaign began in 2001.
3.1.8 Amongst those respondents aware of
advertising around basic skills, total recognition of the Get
On campaign has reached an all-time high of 93%. According to
the Central Office of Information (COI), this is the highest awareness
figure for any campaign that they can remember, which makes Get
On possibly the most successful Government advertising campaign
ever.
3.1.9 Television advertising drives the
campaign and dominates recognition, with just 3% of recognition
coming from Radio/Press only.
3.1.10 Recognition of the campaign is almost
identical across the minor, moderate and severe skills needs groups
(98%, 97% and 95% respectively.)
3.1.11 The main exception is respondents
with English for Speakers of Other Languages (ESOL). 50% of ESOL
respondents watch none or less than 2 hours of television a day,
compared to 31% of those with English as first language.
Has the advertising changed the likelihood of
taking action?
3.1.12 The recognised impact of the advertising
on motivation has been maintained at a higher level since wave
7 (end 2003), with 34% of those not doing a course now saying
that the advertising has made them "much more", or "a
little more" likely to take a course.
3.1.13 Phoning for a basic skills pack:
Amongst people yet to engage with helpline, there is significantly
less rejection of the idea of phoning for a basic skills pack
observed in the last two waves. Only 24% say they "definitely
will not phone for pack" against 39% in the first two waves.
And 24% now say they "definitely" or "probably"
will phone for a pack, compared to 13% in the first wave. This
is encouraging because the people in the target group who have
yet to take action are those for whom it is most difficult to
engage.
3.1.14 Reasons for not contacting helpline:
Throughout the campaign, there has been an increasing recognition
that contacting the helpline is necessary—with only 33%
now saying it is unnecessary, against 44% in wave 2. However,
increasingly, practical reasons are cited as the main barriers
to taking action. Lack of time is the main practical barrier,
with 19% of respondents citing this, against 15% in wave 2.
3.2 Caller follow-up research
3.2.1 This research was required to examine
caller experience, satisfaction with service and follow-up action
taken. The most recent wave of research was conducted in December
2004 amongst those who called the learndirect helpline between
August and November 2004.
3.2.2 Nine in 10 callers are contacting
the helpline for the first time—suggesting that the advertising
has been effective in motivating new individuals to seek help.
3.2.3 49% of all callers said they had taken
action to improve their basic skills. This represents a significant
increase on previous waves (38% and 40% respectively on the most
recent waves) and now stands at its highest recorded level.
3.2.4 62% of those who claimed to have taken
action to improve their basic skills have started or completed
a course (which equates to 30% of all callers).
3.2.5 The majority of those not having taken
any action to date state that they intend to do so in the future
(91%) and such callers propose to approach a college or enrol
on a course.
3.2.6 73% of callers said that watching
the video/DVD had encouraged them to do something about their
skills.
Total callers taking any action to improve
basic skills
3.2.7 The resources available to callers
clearly encourage them to take action. Callers were more likely
to have taken action to improve their skills if they had either
spoken to an adviser (41%, against 21% who hadn't), watched the
video (43% against 32%), been given information about colleges/courses
(43% against 26%), or had contact with an organisation (50% against
26%).
3.3 Media (PR) Evaluation
3.3.1 The Media Evaluation measures the
impact of articles (in the press, on television, on radio, or
published on websites) about the Get On campaign and Skills for
Life learning.
3.3.2 During the period August 2004—February
2005, the Get On campaign generated 146 media articles in total,
of which 96% were favourable and 10% strongly so. (This includes
both paid and non paid coverage.)
3.3.3 The estimated percentage of UK adults
reached by this media coverage is 46%. This compares well with
other campaigns: the yearly average of UK adults reached through
activity by a large company with a very significant advertising
campaign (and a much bigger budget) such as British Telecom (BT)
is around 65%.
4. GET ON
CAMPAIGN OFFICE
4.1 The Get On Campaign Office provides
marketing and promotion advice to learning providers and distributes
the Get On campaign promotional materials. The aim is to encourage
and support Get On campaigning at the local level. The Campaign
Office has been successful in advising large numbers of providers
about campaigning activities.
4.2 Campaign Office Statistics
4.2.1 Call levels to the Campaign Office
generally mirror activity in the Get On campaign national advertising.
Campaign Office activity peaks around the two bursts of advertising
in the autumn and the New Year, and during Adult Learner's Week
in May. This suggests that the national advertising is a significant
motivator for learning providers to run their own synchronised
local campaigns.
4.2.2 Calls to the Campaign Office rose
from around 52 per week in 2003-04 to 61 per week in 2004-05,
a rise of 17%.
Total number of enquiries in 2003-04 = 2,703 (Weekly
average = 52)
Total number of enquiries in 2004-05 = 3,098 (Weekly
average = 61)
4.3 Numbers of selected promotional materials
distributed
|
| Promotional materials | Number distributed in 2004-05
|
|
| Marketing toolkit | 1,442
|
| Get On postcards | 180,784
|
| Get On beer mats | 86,540
|
| Gremlin paper masks | 16,696
|
| Scratchcards | 92,542
|
| Get On pencils | 75,511
|
| Get On bookmarks | 98,989
|
|
5. AREAS FOR
DEVELOPMENT
5.1 The Get On campaign has clearly been successful
in terms of raising awareness, reducing the stigma around skills
issues and encouraging people to take action. However, there are
several areas where the campaign could be more effective and which
future activities should aim to tackle.
5.2 Converting awareness into action
5.2.1 Research shows that the campaign has increased
the motivation to take action and has made people more likely
to admit that taking action is something that needs to be done.
However, often these increases in motivation have yet to be fully
translated into action—suggesting that there are still significant
barriers even once people have reached the stage of wanting to
progress. These need to be tackled as part of both policy implementation
and communications activities.
5.3 ESOL learners
5.3.1 The campaign is less likely to reach those for
whom English is their second language, according to the tracking
research. This may be explained by the fact that many ESOL learners
watch little or no television, the main driver of the campaign.
However, they are also most likely to feel that the advertising
is relevant to them. This suggests that more specific targeting
of ESOL learners could bring reasonable benefits in terms of higher
response rates and recruitment of new learners to courses.
5.3.2 However, the need for a campaign specifically targeting
ESOL learners would need to be balanced on the capacity of the
system to provide opportunities for learners when demand is already
high and capacity already stretched in some areas. Advertising
for ESOL learners may be best targeted locally—where demand
and supply can be monitored.
5.4 Older learners
5.4.1 The tracking research tells us that the perceived
relevance of the campaign drops dramatically for those over 55
years. Since the 2005 white paper, Skills: Getting on in business,
getting on at work commits the Government to ensuring that learning
is accessible to older people, future campaigns could therefore
consider including elements that specifically target older learners.
Question 56 (Mr Williams)
The English for Speakers of Other Languages (ESOL) Pathfinder
project tested and developed the delivery of the ESOL curriculum
by exploring new and innovative ways of addressing the English
language needs of adults across England. Each ESOL Pathfinder
project had its own local and regional challenges and its own
population demographics, so the ESOL Pathfinders were able to
explore innovative ways of reaching out to potential ESOL learners
in a range of contexts.
The Exeter and Plymouth ESOL Pathfinder was a broad multi-agency
partnership led by Exeter Council for Voluntary Services. The
Islamic Centre of the South West was a key partner in enabling
the harder-to-reach hidden learner group to access provision.
Through community links the project set up 10 new ESOL classes
around Exeter. Two of the classes took place in the Islamic Centre
itself; five operated in small businesses (all restaurants); and
three took place in learners' homes. Retention rates generally
remained high in these classes with increasing numbers of learners
moving on to mainstream college courses.
The Community ESOL Project in Exeter set up women-only classes
at the local mosque. In addition, and of equal importance in ensuring
good retention and progression rates, were the other activities
organised such as a very popular Embroidery Group, run by volunteers,
once a week in the ladies' prayer room. The members of the class
were mainly Muslim women from the Exeter area, with ages ranging
from 25 to 55. Some were resident in Exeter, some were wives of
visiting learners and some wives of asylum seekers. Most of them
attended English classes as well. This activity helped create
a context in which the acquisition of language skills became meaningful.
Sompriti was a principal partner in the East Sussex strand
of the South East Coastal Counties Pathfinder. Sompriti is a voluntary
sector Black and Minority Ethnic organisation established in April
2000 and managed by South Downs Council for Voluntary Sector.
Through its previous work Sompriti had experience in encouraging
and providing support for people from BME backgrounds to attend
ESOL classes. The ESOL Pathfinder project offered the opportunity
to build on this work and to establish effective partnerships
and collaborative working with colleges and referral agencies.
The aims of the project included enabling new learners to access
ESOL classes and providing on-going support to ESOL learners and
help them meet their aspirations.
The ESOL Pathfinder project raised awareness and interest.
It stimulated individuals, communities and partners and provided
an essential beacon to ensure that the black and minority ethnic
population is enabled to contribute to the mutual benefit of the
nation.
We have been unable to provide information on the specific
project mentioned in the hearing as it occurred a few years ago
and the individuals involved have since moved on.
Questions 60-61 (Mr Allen)
I thought it would be helpful to clarify the situation on
the 16 hour study rule.
People in receipt of Jobseeker's Allowance, Housing Benefit
and Carer's Allowance are allowed to study part-time—currently
defined as less than 16 hours of guided study. People in receipt
of Income Support or Incapacity Benefit are not restricted in
hours of study, as long as taking up a particular course or other
issues connected with studying does not call into question the
reason that they are in receipt of that particular benefit.
From October 2006 the Department for Work and Pensions will
run a small scale trial to allow all benefit recipients not holding
a first full Level 2 qualification, to study full-time, mainly
to Level 2, but with scope for some to study at Level 3, whilst
in receipt of benefit. As part of a balanced package they will
also test changes to the definition of part-time study, to better
match the LSC definition of part-time—ensuring that the
primary activity for Jobseeker's Allowance is job search.
Sir David Normington KCB
Permanent Secretary
15 May 2005
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