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Research Report No 479 Client Needs for Coherent Information, Advice and Guidance Services on Learning and Work ASW Consulting in partnership with Minds at Work and the Brian Ellis Consultancy The views expressed in this report are the authors' and do not necessarily reflect those of the Department for Education and Skills. © Queen’s Printer 2003. Published with the permission of DfES on behalf of the Controller of Her Majesty's Stationery Office. Applications for reproduction should be made in writing to The Crown Copyright Unit, Her Majesty's Stationery Office, St Clements House, 2-16 Colegate, Norwich NR3 1BQ. ISBN 1 84478 099 6 1
CONTENTS Chapter Page EXECUTIVE SUMMARY 4 I: BACKGROUND AND PURPOSE 10 Introduction 10 Background 10 Aims 11 Report structure 11 II: METHODOLOGY 12 Introduction 12 Sample frame 12 Research instruments 13 Pilot visits 13 Fixing the fieldwork 14 Synthesis and analysis of data 14 III: CLIENTS AND PROVIDERS IN THE SAMPLE 16 Introduction 16 Sample summary 16 Sample characteristics: providers 16 Sample characteristics: clients 19 IV: KEY FINDINGS BY THEME 23 Introduction 23 Segmentation of clients by perceived motivation 23 Awareness and understanding of IAG 24 Coherence 24 Signposting and referral 25 Links between providers 26 Barriers and gaps 26 Specific topics 27 Recommendations 28 V: COHERENCE OF IAG SERVICES: PERCEPTIONS OF CLIENTS 29 Introduction 29 Access, awareness and understanding of IAG services 29 Coherence 34 Barriers 38 VI: COHERENCE OF IAG SERVICES: PERCEPTIONS OF ADVISERS 45 Introduction 45 Services and priority target groups 45 Signposting and referral 46 Links between providers 51 Gaps and barriers 55 2
Page 1: RESEARCH Client Needs for Coherent
Page 5 and 6: EXECUTIVE SUMMARY INTRODUCTION 1. T
Page 7 and 8: • many clients said they would ha
Page 9 and 10: development of directories and data
Page 11 and 12: I: BACKGROUND AND PURPOSE INTRODUCT
Page 13 and 14: II: METHODOLOGY INTRODUCTION 201 Th
Page 15 and 16: 215 Several adaptations were introd
Page 17 and 18: III: CLIENTS AND PROVIDERS IN THE S
Page 19 and 20: Services Table 3.2: Breakdown of
Page 21 and 22: Services Table 3.4: Breakdown of cl
Page 23 and 24: 326 Our synthesis and analysis of c
Page 25 and 26: • a student who is part of a grou
Page 27 and 28: 420 In terms of patterns of referra
Page 29 and 30: RECOMMENDATIONS 434 We were not for
Page 31 and 32: targeted at them. This point was ma
Page 33 and 34: providers demonstrated a high level
Page 35 and 36: 536 Many clients do appear to find
Page 37 and 38: service can help them; rather it su
Page 39 and 40: esource management practice; thus s
Page 41 and 42: Transfer of client records 579 The
Page 43 and 44: who graduated several years earlier
Page 45 and 46: exacerbated by media pressure to ge
Page 47 and 48: • In practice, there are often di
Page 49 and 50: 621 Referral to learning providers
Page 51 and 52: was minimal. The main exception was
Page 53 and 54:
649 In some areas, the IAGP itself
Page 55 and 56:
combine their visit with other acti
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681 There was a lack of suitable pr
Page 59 and 60:
• Some advisers working with the
Page 61 and 62:
APPENDIX A KEY DIFFERENCES BETWEEN
Page 63 and 64:
other providers, including a number
Page 65 and 66:
52. Many providers’ staff express
Page 67 and 68:
C. COHERENCE OF IAG SERVICES C.1 Pl
Page 69 and 70:
C.4 Are there links with HE careers
Page 71:
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