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

2. 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.

3. 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

4. First Sessions
Diagnostics
Initial assessments

5. Low Self Esteem

6. Self Confidence

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

8. Fear of Numbers
Cookery?
Sewing?
DIY?
Art?

9. 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

10. Feeling Isolated
Not knowing
anyone
First steps
ESOL

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

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

13. 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

14. 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.

15. 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.

16. 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.

17. 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.