In the previous feature, we looked at how key indicators were used to identify learners who might be at risk of leaving the program or of failing. We also introduced a visual model that would help practitioners anticipate where learners might run into problems and where intervention efforts might be required. The purpose of the intervention, in whatever form it takes by whatever process is in place, is to discover the obstacles that are getting in the way of learners’ goals. To do this successfully, various situational, psychosocial and program variables must be considered. Ultimately, however, it needs to be determined if learners are capable of achieving their goals. While the challenge might be how to initiate redirection, the dilemma is when to initiate it. Should programs be redirecting learners sooner? Would this help learners persist in their learning? In this feature we explore questions like these based on information about goals and goalsetting gathered from learners and practitioners.

Learners’ Views

We had an opportunity to survey two groups of learners who had left and restarted the program, i.e., persistent learners. Of the 15 learners who were interviewed, 4 reported that they did not have a clear goal for themselves while they were in the program. Two of these learners had been in the program for more than 6 months. Of those who had set a clear goal, 4 did not feel it was achievable by the time they had left the program. In spite of this only 3 of the 15 felt they had not been making good progress. Most left the program for personal reasons – family and financial. See Appendix D for the complete feedback.

Programs know how difficult it is to follow up on learners who have left the program, but they do know that many return. This is an interesting group to study. What kinds of information do you or could you be getting from this group? How can you use that information in goal-setting?

We also asked learners who were currently attending the program how they felt about achieving their goals. 60% of learners surveyed (36 out of 60) felt very positive about achieving their goals, 35% (21 out of 60) felt positive and 5 % or 3 learners did not feel positive at all. We had hoped to correlate these findings with learners’ length of time in the program, but our sample did not permit this. Most of the learners who were surveyed had been in the program for only two or three months.