Scottish Government

Report;
Steering &
Working
Groups
(S & WG)

That statistics be retained, and consideration be given to setting targets, at a sectoral level, in relation to: New learners (including register of unmet demand); learner achievement (against SCQF); learner progression to employment; funding sources and how they are applied. That these be used to address unmet demand.

See section 4 of the main report

This should help establish the real picture of unmet demand.

Report;
S & WG

That the statutory position on duty to provide and funding eligibility needs to be clarified in all sectors.

This will be clarified, where necessary.

S & WG

SQAESOL qualifications should be mapped against other ESOL qualifications, including UCLES.

Accepted in principal, subject to funding.

SQAESOL units continue to be benchmarked to the Common European Framework and to other widely used ESOL qualifications. As a result of initial benchmarking, SQA are revising the specifications, evidence requirements, and assessment materials for the ESOLNQ framework.

Report;
S & WG

Better marketing of SQAESOL units

SQA are currently developing a marketing strategy for the new units.

Report;
S & WG

An initial pre- CELTA qualification be developed for unqualified staff and volunteers to qualify them to assist ESOL teachers and provide one-to-one support to ESOL learners.

Agreed

To be developed by the short-life ESOL professional development group using existing models.

S & WG

A post- CELTA/ TESOL qualification be developed to upgrade the skills of those qualified ESOL teachers working in further education and CLD

Agreed

To be developed by the short-life ESOL professional development group using existing models.

S & WG

That guidance and support for ESOL learners be improved and better advertised

Agreed

See proposals in sections 4 and 6 in the main body of the report

Report;
S & WG

That progression routes for ESOL learners be improved into employment and further study

Agreed

See proposals in the main body of the report. Some of this will be dependent on the work of the ESOL curriculum group and their recommendations for vocational content in ESOL provision.

Report

The Scottish Executive should set up a working party to develop principles for a national curriculum for ESOL

Agreed

An ESOL curriculum group will be set with role and remit as set out in section 5 of the main body of the report.

Report

Teaching and learning materials with a Scottish "accent" should be developed for Beginner and ESOL Literacy classes

Agreed

This matter should be considered by the ESOL curriculum group.

S & WG

That course materials, staff development seminars or other appropriate dissemination methods, and adequate ESOL provision for naturalisation applicants, are developed as a means of ensuring compliance with the UK Government's citizenship requirements

Agreed

These developments are being taken forward by a partnership led by SQA, and are being overseen by the Scottish Sub-Group of the UK Advisory Board on Naturalisation and Integration ( ABNI).

Report;
S & WG

The Scottish Executive should appoint a national ESOL co-ordinator to liaise with FE, CLD and voluntary providers, the Home Office and other agencies such as the Scottish Refugee Council. The coordinator should have access to funds which could be disbursed to provide tuition on the case of sudden increases in demand.

See alternative set out in section 4. Given the proposed mechanisms for better collaboration and coordination, we feel that there is no need to change existing channels for funding.

Report

Providers should consider ways of encouraging learners to move on rather than stay in the same class

This merits further consideration, in the ESOL curriculum group

Report

The HNESOL Unit should be marketed as an equal alternative to Communications for ESOL students, and ESOL recognised as part of integrated core skills provision in HN frameworks

SQA are currently considering this in light of piloting.

S & WG

That a balance of accredited and non-accredited provision should be kept as part of the variety of routes to learning. This could also be linked to the introduction of a 'standard' individual learning plan

We agree this balance be maintained but feel that it merits further discussion in the ESOL curriculum group.

S & WG

We recommend that providers of ESOL review barriers to learning and seek to minimise them

This needs further consideration and, if necessary, SE will fund some small scale studies into barriers to learning.

Report;
S & WG

SQANQ and HNESOL, mapped into SCQF, products need to be expanded. More time and resources need to be directed to this, and more used in CLD.

Accepted in part, subject to funding. There will also need to be some discussion of the wider ESOL curriculum within the ESOL curriculum group.

Proposals will be put to the SQA's Qualifications Committee in April.

Report

FE colleges should institute specific induction sessions for new ESOL staff

This merits further consideration by the short-life ESOL professional development group. However, the group will first need to examine common practice on inductions for new staff in all sectors providing ESOL.

S & WG

As a means of facilitating the 'literacy proofing' of courses, HMIE and SFEFC consider issuing good practice guidance.

This will be addressed by through the 'Good Practice in ESOL Framework' to be disseminated soon.

Report;
S & WG

A common quality and inspection system should be devised for all adult ESOL provision. HMIE should discuss joint arrangements for quality assurance of ESOL in Scotland with the British Council. SFEFC, Learning Connections and the Scottish Executive may wish to explore the idea of a joint aspect report for ESOL.

There are robust and rigorous HMIE quality systems for FE, CLD and ALN. These existing HMIE systems should be used to support good practice and will also be aided by the publication of the 'Good Practice in ESOL' support document.

S & WG

Identify current appropriate training grants available and market these in relevant industries

To be referred to SEn, HIE and Job Centre + ( JC+)

Report

The Scottish Executive should consider ways of providing ESOL outside the classroom but within safe and stimulating environments

To be referred to providers and the proposed National ESOL Panel and regional fora

S & WG

VisitScotland should carry out an analysis of ESOL as an element of Scottish tourism. Marketing of Scottish ESOL provision to overseas (full cost) should be a priority

To be referred to VisitScotland and Education UK Scotland

Report

Colleges should consider spending some of the income from full fee-paying international students to improve classroom accommodation for all ESOL students

To be referred to the Association of Scottish Colleges ( ASC)

Report

Priority for intensive tuition (more than 21 hours a week) should be given to ESOL beginners and literacy learners

To be referred to the ESOL curriculum group and providers

Report

Employers and professional bodies should consider holding in-service training sessions and CPD during working hours, rather than always at weekends

To be referred to the ASC, CoSLA, SFEU and the professional associations

Report

Institutions should establish more full-time and fractional posts for ESOL, in order to improve working conditions for teachers and ensure that students benefit from the continuity of teaching, guidance and support that a stable workforce

To be referred to the ASC and CoSLA

Report

The SQA needs to review entry requirements for HN courses, so that they match more closely the language requirements for native speakers

To be referred to SQA and providers. The English language learning needs of the settled ethnic minority communities also merits further investigation and could be considered as a discrete piece of research.

S & WG

Research should be undertaken in Scotland to identify levels of English required by employers for particular job-types

To be referred to SEn, HIE, JC+ . This has also been referred to officials within the Scottish Executive with policy responsibility for the Employability Action Plans. The ESOL curriculum group should take account of any work on employability in its deliberations

S & WG

JCB+ should make information and training on types of ESOL provision available for their staff

To be referred to JC +

S & WG

Disaggregated Home Office statistics on applications for citizenship, on dispersal numbers and work permits (by country of origin) from and for Scotland should be produced

To be referred to Home Office and CoSLA. This has also been referred to officials within the Scottish Executive's Equality Unit.

Report

The proposed merged FE and HE Fnding Council should consider an alteration in the rules for international students to enable refugees and asylum seekers, and other categories to pay home fees for full-time FE and HE courses

Asylum seekers are prevented from accessing full-time FE and HE courses by their Home Office residency status. The Scottish Executive waived residency regulations for asylum seekers and refugees wishing to access part-time FE and HN level courses. Under the Further and Higher Education (Scotland) Act 1992, FE colleges and HE institutions are autonomous bodies. Therefore, FE colleges' Boards of Management have responsibility for curriculum provision and resource disbursement within their institutions. Similarly, Ministers and the Scottish Funding Councils do not have the power to direct HEIs on the provision of courses within their institutions. However, Universities Scotland have been consulting with New Roots Scotland over this issue. The regional ESOL fora's collaboration with the regional access fora should also aid progression.

Report

The Scottish Executive should provide an emergency fund which could be disbursed to centres to cope with sudden rises in demand

With improved coordination and collaboration, there should be no need to change existing mechanisms for disbursing funds.

Report

'There should be an agreed national criterion, based on length of residence for eligibility for free community education classes.'

We reject this. Classes in CLD partnerships are provided on the basis of need rather than requiring residence for eligibility

S & WG

There should be consultation between sectors to clarify the definition of an Adult ESOL Literacies Learner

We reject this. The Scottish Executive already has a definition for an adult literacies learner (see the main body of the consultation document) which we will continue to use.