Basic Skills Research Project

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Presentation transcript:

Basic Skills Research Project Claire Nunn & Joanne Trinder Parks and East Walcot Learning Ambassadors October 2005

Reasons that people drop out of Basic Skills Courses in Parks and East Walcot With many thanks to Carol Turner, other tutors and providers. And everyone who has supported us on our first research project.

Reasons That People Drop Out First Sessions Low Self Esteem Lacking in Self Confidence Family/Personal Problems Fear of Numbers Times of Sessions Too Much Commitment Feeling Isolated Initial Information Given Children Courses just not what they thought

First Sessions Diagnostics Initial assessments

Low Self Esteem

Self Confidence

Family /Personal Problems New Baby Relationship Breakdown Death Getting a Job Moving House

Fear of Numbers Cookery? Sewing? DIY? Art?

Times of Sessions Start and finish times clashing with drop offs and pick ups from nurseries and playgroups. Or running on longer than nurseries and playgroup times

Feeling Isolated Not knowing anyone First steps ESOL

Initial Information About Course Not enough information given before it started. Didn’t realise about assessments, exams etc. Different types of people.

Children Children not settling in crèches (if provided) Or having to find childcare. Cost of childcare ESOL parents

Other reasons Too much commitment Course not what they thought it would be Fitting in work and a course Relationships with other adults wanting to do courses Tutors changing during courses

Our Recommendations Encouragement from provider and host (school or family centre) More awareness of fears (form filling, tests) More accessible childcare More help for ESOL Students Being aware of reasons for people to drop out and trying to help as much as possible.

Good practice guidelines for providers. Work closely with host as they know their learners best. Plan in advance with the host to recruit/encourage learners. Have longer/more taster sessions so tutor can get to know learners in advance. Whenever possible ensure the same tutor teaches the whole course. Have a discussion about fears and feelings about course so that learners can discuss with tutor about dropping out.

Good practice guidelines for providers. Never run a course without a crèche. Add 15 mins before and after sessions for drop off and pick up. Offer support for form filling in crèches. Always on the same premises as the course.

Good practice guidelines for providers. Keep first half hour of first session to getting to know each other. Explain assessments and forms to learners. Keep form filling to a minimum in the first session.