Researchbriefing

Priority groupsThis is one of a series of publicationsproduced to provide up-to-datesummaries of recent researchfindings from the National Researchand Development Centre for AdultLiteracy and Numeracy (NRDC) andassociated organisations. The seriesfeatures summaries in each of thefollowing areas:

• Family literacy, languageand numeracy (FLLN)

• Formative assessment• Numeracy• Persistence• Priority groups• Progression

This paper summarises the key messages fromrecent NRDC research and development activityon priority groups within Skills for Life. It looks atresearch on a variety of social groups, includingMinority Ethnic learners, Muslim learners, youngoffenders, the homeless, the unemployed andothers at risk of social exclusion.

Within the learning and skills sector there is arenewed focus on social inclusion and researchon priority groups and vulnerable learnerspresents both challenges and reasons foroptimism. While some Minority Ethnic groups inFurther Education (FE) perform worse than Whitelearners, others perform better; Muslim femalesare particularly likely to be engaged in education.

Basic skills education for young offenders canand does work – the key is getting the contentright. Vulnerable learners such as the homelessare not intrinsically hard to reach; instead, theyare willing and able to engage and progress ifprovision reaches out to them, meets their needsand responds to them as individuals.

NRDC RESEARCH BRIEFING

Priority groups

Introduction

Minority Ethnic learnersMinority Ethnic individuals suffer arange of comparative economicdisadvantages, including lower ratesof employment (Frumkin et al. 2008).However, they are more likely thantheir White peers to take advantage ofFurther Education (FE). Achievementsrates in the FE system have increasedfor every ethnic category over the pastthree years. However – and here is acause for serious concern – therecontinue to be persistent gapsbetween the success rates of manyMinority Ethnic groups and Whitelearners. The former tend to do lesswell, and the gap between the lowestperforming groups and others may bewidening. Also, Minority Ethniclearners are more likely to drop out ofeducation between ages 16–18,whereas White learners are morelikely to drop out at 19 or over.

Progression and achievementSome Minority Ethnic groups, e.g.Indian and Chinese, have highsuccess rates. Black learners ofAfrican heritage have higher successrates than those of Caribbeanheritage. Success rates also vary overtime. For example, Black Caribbeanheritage learners improve at aboveaverage rates when young but loseground in their teenage years.

The time it takes to complete thesame FE qualification appears to varyacross ethnicities. Caribbean, Indian,Pakistani and Bangladeshi malesappear to take between six monthsand two years longer than Whitelearners. Routes to success also vary,with Indian and Chinese learnersmore likely to progress to HigherEducation (HE) via A-levels, whereasBlack learners are more likely toprogress to HE via FE or vocationalroutes.

ParticipationThere is good news with regard toparticipation: there were substantialincreases in the numbers of Blacklearners participating in full Level 2courses in 2005/06 compared with2004/05. However, Minority Ethniclearners report feeling less satisfied withteachers than White learners. This maybe related to the ethnic composition ofthe teaching workforce. Minority Ethnicrepresentation is limited: only about 7%of FE staff are from Minority Ethnicgroups, and these groups are notpromoted as regularly as their Whitepeers. Of 389 FE colleges, only 147 haveMinority Ethnic governors.

ApprenticeshipsWithin apprenticeships there are someareas in which Minority Ethnic learnersdo better than White learners. Inaddition, in some areas Minority Ethnicgroups who generally perform less welloverall outperform other groups, bothMinority Ethnic and White. However,Minority Ethnic groups suffer loweremployment returns. Only 48% ofMinority Ethnic young people completingwork-based learning training find jobs,as compared with 72% of White youngpeople.

Research identifies numerous barriersto improved Minority Ethnic success,including: financial constraints;

perception of education as irrelevant;inadequate information, advice, andguidance; and lack of mentors or rolemodels. However, research alsoindicates that effective practiceaddressing these issues can helpovercome these barriers.

Muslim learnersCompared to individuals of other faithsor with no faith, Muslims are more likelyto have no qualifications, and Muslimfemales are particularly unlikely to havequalifications. However, in recent NRDCresearch Muslims aged 16 to 24 weremore engaged in learning thanindividuals of other religions or with noreligion, and Muslim females wereparticipating in study at higher ratesthan females in the other groups. Therelative lack of qualifications in theMuslim population appears to be aproduct not of ethnicity but ofimmigration. Muslims who have lived inthe UK since birth have very similarqualification profiles to the rest of thepopulation.

Overall, Muslims in our research weremore likely than the other groups to becurrently engaged in education, and thegender balance of Muslims engaged inlearning was equal (26% of females and27% of males). Among individuals withno qualifications, Muslims were morethan twice as likely as Christians to beengaged in learning (16% versus 7%).

Young offendersMore than half of young offenders arebelow Level 1 in literacy, with a similarnumber being below Level 1 innumeracy (Hurry et al., forthcoming2008). While there is a clear imperativeto improve these individuals’ literacy,language and numeracy skills, NRDCresearch reveals a strong tensionbetween young offenders’ need for skillsand their tendency to have negative

Muslims who have lived inthe UK since birth havevery similar qualificationprofiles to the rest of thepopulation.

Priority groups

What the research shows

views of education, often seeing it asboring, irrelevant, and a step backwardsfrom a goal that many of them do aspireto: getting a job.

Given this emphasis on employment,embedding offers clear opportunities.However, it is not always an option,particularly in custodial settings, wherethere is currently not enough vocationalprovision. Contextualisation of literacy,language and numeracy learning offersanother route to improved basic skillsand NRDC development projects haveshown that when learning becomesmore contextualised, students becomemore engaged. Young offenders canundoubtedly benefit from formaleducation; the key is getting the contentright.

Despite the tensions inherent in youngoffender settings, we found that literacyand numeracy classes did improveskills. However, attitudes to educationremained ambivalent. When learnerswere asked how they would feel abouttaking additional literacy or numeracycourses in the future, only slightly morethan a third (37% for literacy, 38% fornumeracy) said they would be happy todo so.

The homelessHomeless learners often have a widerange of complex, overlapping needswhich affect their ability and motivationto learn (Barton et al. 2006). It can be atremendous challenge to balance suchneeds with those of providerorganisations and funding andaccreditation bodies. In terms ofengaging learners, real-life literacypractices, particularly with acampaigning focus, can act as strongmotivators for homeless and othervulnerable learners, particularly whenlearners play an active role in decidingwhat they will be doing, why they are

doing it and the language in which itshould be expressed. However, thisprocess cannot be easily replicated intraditional classroom settings with afocus on functional skill development.

An individualised, flexible and holisticapproach is needed when working withvulnerable adults, including thehomeless. This often necessitates one-to-one and small group work, followed,where possible, by referral to moremainstream opportunities. Even whenlearners display an antipathy to formallearning situations, they can benefitgreatly from Skills for Life, but theprovision must be adjusted to theirneeds and circumstances. Homelesslearners are not intrinsically hard toreach; they are willing to engage ifprovision reaches out to them, meetstheir needs and responds to them asindividuals.

The unemployedBoth men and women are more likely tobe employed if they have higher levels ofliteracy, language and numeracy. Interms of getting and keeping jobs,research (Tusting and Barton 2007)shows that unemployed people do best ifoffered tailored, individual solutions. It isalso clear that positive, supportiverelationships with personal advisers areimportant. Evidence indicates thatsubsidised jobs help to get people intowork in the short term. However, moving

into employment without gainingsufficient skills appears to beproblematic: individuals who get jobs butlack basic skills or are otherwise notjob-ready tend not to stay employed forlong. A common complaint fromemployers has been that unemployedindividuals do not receive enough basicskills and motivational training beforestarting work.

Other learners at risk of socialexclusionMany vulnerable learners have had verynegative previous experiences ofeducation and authority figures. Asadults, they may experience a range ofbarriers to learning, including physical,mental, social and emotional constraints(Barton et al. 2006). Socialcircumstances mean that many leadturbulent and unpredictable lives.Effective practices for helping multiply-disadvantaged learners include thesetting of flexible, achievable timescalesand progression routes which reflectindividuals’ circumstances andaspirations. When working with learnerswho have complex needs, teachers alsoneed to build bridges between differenttypes of provision.

NRDC research has found that manyvulnerable learners see themselves asliving outside the world of ‘normality’.However, these same respondentsreport sharing the common range ofaspirations associated with ‘normal’lives: wanting a safe, settled life; a goodhome; loving family relationships;rewarding work; and good health.Properly provided, Skills for Life canhelp them achieve these aims.

Individuals who get jobsbut lack basic skills or areotherwise not job-readytend not to stay employedfor long.

References and further reading

Adult Learning Inspectorate (2007) Greaterexpectations-provision for learners withdisabilities. London: Ofsted.

Barton D., Appleby, Y., Hodge, R., Tusting, K.and Ivanic, R. (2006) Relating adults’ lives andlearning: Participation and engagement indifferent settings. London: NRDC.

Brazier, L. and Wilson, A. (2008) Post-16education and training for disaffected youngpeople in custody and in the community:Literature review. London: NRDC.

Brooks, G. (2005) Literacy and numeracy foradults with disabilities and learning difficulties:A review and exploration. Research summary.London: NRDC.

Bynner, J. and Parson, S. (2006) New light onliteracy and numeracy. London: NRDC.

Casey H., Cara, O., Eldred, J., Grief, S., Hodge,R., Ivanic, R., Jupp, T., Lopez, D. and McNeil, B.(2006) ‘You wouldn’t expect a maths teacher toteach plastering…’: Embedding literacy, languageand numeracy in post-16 vocational programmes.London: NRDC.

Frumkin, L., Kousoubou, M. and Vorhaus, J.(2008) Minority ethnic groups: Success rates infurther education. Coventry: QIA.

Hamilton, M., Davies, P. and James, L. (2007)Practitioners leading research. Summary reportsof second and third rounds of the NRDCPractitioner Led Research Initiative. London:NRDC.

Hurry, J., Brazier, L., Wilson, A. and Snapes, K.(2005) Improving the literacy and numeracy ofdisaffected young people in custody and thecommunity: Summary interim report. London:NRDC.

Hurry, J., Brazier, L., Wilson, A. with Emslie-Henry, R. and Snapes, K. (forthcoming 2008)Improving the literacy and numeracy of youngpeople in custody and in the community. London:NRDC.

LSC (2005) Report of the steering group for thestrategic review of the LSC’s planning and fundingof provision for learners with learning difficultiesand/or disabilities across the post 16 learning andskills sector. Coventry: LSC.

McNeil, B. and Dixon, L. (2005) Success factorsin informal learning: Young adults’ experiences ofliteracy, language and numeracy. London: NRDC

Roberts, C. and Campbell, S. (2006) Talk onTrial: job interviews, language and ethnicity. DWPResearch Report 344. London: DWP.

Tusting, K. and Barton, D. (2007) Programmesfor unemployed people since the 1970s: Thechanging place of literacy, language andnumeracy. London: NRDC.

Vorhaus, J., Hurry, J., Brazier, L. and Williams,J. (2007) Developing inclusive learning: A toolkitfor practitioners and managers. Berkshire: CfBTEducation Trust.

Priority groups

Scopeof this paper

This paper is based on a number ofNRDC research and developmentprojects. These include:

Minority ethnic groups: Success ratesin further educationThis report (Frumkin et al. 2008)explores the educational success ratesof ethnic minorities in England,focusing primarily on post-16education and training in the FEsector.

Engaging the Muslim community inlearningThis two-part study for the ExperienceCorps consists of a literature review ofexisting research and a qualitativeinvestigation using the Labour ForceSurvey of households.

Developing inclusive learning:A toolkit for practitioners andmanagersThis toolkit (Vorhaus et al. 2007) is theproduct of research and developmentwork carried out at HMYOIHuntercombe. The toolkit offersguidance on good practice and a set ofresources to support the work ofpractitioners and managers in YOIs.

Improving the literacy and numeracyof disaffected young people incustodyThis study, which has producedseveral research and developmentreports (Hurry et al. 2005, forthcoming2008), combines quantitative andqualitative methods to explore ways ofimproving literacy and numeracyprovision for young offenders.

Relating adults’ lives and learning:Participation and engagement indifferent settingsThis report (Barton et al. 2006) focuseson engagement and participationamong learners in communitysettings. The research wasethnographic, generating detailed casestudies of individuals and groups in avariety of community settings.

Programmes for unemployed peoplesince the 1970s: The changing placeof literacy, language and numeracyThis report (Tusting and Barton 2007)reviews government initiatives andprogrammes for unemployed peopleand jobseekers since the 1970s,focusing specifically on the varyingrole of literacy, language andnumeracy education in theseprogrammes.

• Achievement rates in the FE system haveincreased for every ethnic group over the pastthree years. However, there continue to bepersistent gaps between the success rates ofmany Minority Ethnic groups and White learners.

• While Muslims in the UK are less likely to havequalifications than are individuals of otherreligions or with no religion, Muslims aged 16 to24 are more likely to be engaged in educationthan their peers. Female Muslims are just aslikely to be engaged in education as males.

• The qualification levels of Muslims who were bornin the UK are very similar to those of the total UKpopulation.

• Young offenders tend to have a need for improvedbasic skills, but an antipathy towards formaleducation. Embedding and contextualisation canincrease their engagement and motivation.

• Subsidised jobs help to get people into work inthe short term, but without basic and key skillsthis employment is often not sustainable.

• Vulnerable learners are not intrinsically hard toreach; they are willing to engage if provisionreaches out to them, meets their needs andresponds to them as individuals.

Priority groups

Key points

NRDCInstitute of EducationUniversity of London20 Bedford WayLondon WC1H 0ALTelephone: +44 (0)20 7612 6476Fax: +44 (0)20 7612 6671email: info@nrdc.org.ukwebsite: www.nrdc.org.uk

NRDC is a consortium of partnersled by the Institute of Education,University of London. It includes:• Lancaster University• University of Nottingham• University of Sheffield• National Institute ofAdult Continuing Education

• Learning and SkillsNetwork

• LLU+, London SouthBank University

• King’s College London

To order copies of this publication, visit:

www.nrdc.org.uk

Photography:P

hotofusionDesign:w

ww.chapm

andesign.net