Technology, and more recently, the rapid rise of artificial intelligence, has prompted calls for an urgent need for adults to engage in lifelong learning and reskill to keep pace with technological advancements ​(Husomanovic, 2025)​. 

For adults in the UK, the primary avenues used for reskilling are Further Education and Higher Education. In the 2023/24 academic year, Further Education had 3,110,815 participants and Higher Education had 2,991,100 participants ​(UK Government, 2025)​. 

Both sectors face significant challenges with learner retention and completion, particularly in part-time, distance learning contexts, where barriers like finance and time management are frequently cited as challenges. However, “course mismatch” is a primary cause of disengagement and abandonment across both sectors ​(Paul Hamlyn Foundation, 2012)​ ​(Kantar Public, 2019)​. 

The research proposal focuses specifically on the further education sector, which faces similar but distinct challenges to higher education. In Further Education, providers in the sector are held to rigorous regulatory standards, which include conducting robust initial assessment through “early and accurate assessment of learners’ and apprentices’ needs” ​(Ofsted, 2025)​. 

Despite stringent regulatory oversight, provider practices for initial assessment vary significantly from institution to institution. The research proposal addresses the “course mismatch” challenge by evaluating the efficacy of implementing an optional pre-enrolment “taster course” to help prospective applicants determine whether the qualification pathway is for them or not. Three research questions are investigated as part of the intervention: 

• “If used in Initial Assessment, can taster courses enhance retention and achievement rates for adult learners on online software development pathways in Further Education?” 

• “What impact does participation in an online taster course have on conversion from application to enrolment in online software development courses for adult learners in Further Education?” 

• “How does participation in an online taster course influence participant decision-making about their selected programme pathway?” 

The purpose of the taster course is to provide learners with a low-risk means of evaluating whether the learning pathway is for them or not by providing them with an experience that reflects the learning design, pedagogy, delivery mode and support model that would be provided on the full qualification pathway. On completion, they are provided with a short, reflective survey where they consider whether they enjoyed the course or not, whether their confidence has increased and what their intentions are for further study. 

To measure the impact of the intervention, this research would span more than a full academic year, with learners from multiple Further Education Colleges participating. The study will use a quantitative approach to data analysis, drawing on retention, achievement, and conversion data from participating colleges. It is anticipated that the proposed intervention should result in participants having more insight into the programme of training and more confidence in whether they should proceed with their application or choose an alternative pathway. In practice, this should mean that retention and achievement rates improve for the full qualification pathway. 

The design of this intervention is rooted in authentic learning theory and interpretivism, focusing on providing learners with an experience that mirrors the realities of the learning experience in the full programme and actively prompting reflection to empower learners to make more informed decisions about their learning pathway. 

​​References 

​​Husomanovic, D. (2025) AI and a changing working life: What do adults need to learn now? Available at: https://epale.ec.europa.eu/en/blog/ai-and-changing-working-life-what-do-adults-need-learn-now (Accessed: 15 Mar 2026). 

​Kantar Public (2019) DfE Learners and Apprentices Study: Reasons for non-completion. Available at: https://assets.publishing.service.gov.uk/media/5f478d288fa8f5362d6059d7/DfE_Learners_and_apprentices-Reasons_for_non-completion.pdf (Accessed: 15 Mar 2026) 

​Ofsted (2025) Further education. Available at: https://assets.publishing.service.gov.uk/media/68b975aa3f3e5483efdba9c3/Further_education_and_skills_inspection_toolkit.pdf (Accessed: 23 Nov 2025). 

​Paul Hamlyn Foundation (2012) What Works? Student Retention & Success. Available at: https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/hea/private/what_works_final_report_1568036657.pdf 

​UK Government (2025) Education and training statistics for the UK. Available at: https://explore-education-statistics.service.gov.uk/find-statistics/education-and-training-statistics-for-the-uk/2025 (Accessed: 15 Mar 2026). 

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