HIGH quality teaching, good course design, and advice on jobs and higher education are the most significant factors in preventing students dropping out of further education. A new study says these factors are more important than financial hardship or travelling costs.

At the beginning of the 1990s the prevailing view was that colleges could do little to prevent drop-out because it was caused by external factors beyond their control.

A new report from the Learning and Skills Development Agency has summarised findings from over 60 separate pieces of research, to discover why students withdraw from their courses.

“Much of the official statistics paint a simplistic explanation for student drop-out, as they usually only cite a single reason for non-completion of courses, ” said Paul Martinez, the author of the report.

“Existing research shows that students leave courses for complex and multiple reasons, many of which are in the control of colleges. The overall message is that colleges can improve student retention and achievement by taking care over the quality of teaching, guidance, course content and overall college management. But there are no single solutions, golden rules or ‘magic bullets’.”

Students who feel well-informed about their courses are less likely to withdraw, the study says. For younger students, the issue is not lack of access to advice, but the quality of guidance.

Students who failed to complete had received poor or inappropriate advice. Some colleges had recruited indiscriminately, and some students had failed to understand the demands of the course.

Drop-out resulted from uninspiring, boring or poorly structured teaching, poor group ethos, inadequate liaison between teachers and poor course organisation - including changes to timetables, rooms, and staffing.

Less important factors are financial hardship and college facilities such as the canteen, toilets `and equipment. “The incidence of financial hardship does not seem to be strongly associated with decisions to drop out in order to gain employment.” In one study, half of those who completed their course but failed to gain a qualification would have left before completion if an acceptable alternative opportunity had arisen.

The most significant factors affecting retention and achievement were the suitability of the course, its intrinsic interest, the quality of teaching, and assistance from teachers in moving into a job or a higher qualification.

The report makes a number of recommendations to colleges to help them improve their retention rates. They should pay more attention to student induction, initial assessment and the establishment of group ethos and identity. They should also monitor poor attendance closely and identify students at risk as early as possible.

Motivation could be improved by prizes. Guidance services had to be extended and improved. Colleges had to recruit “with integrity,” placing students on the course that was best for them.

“Improving student retention and achievement:what do we know and what do we need to find out?” Available free from Information Services, LSDA, 3,Citadel Place, Tinworth Street, London SE11 5EF.