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ESOL for unemployed learners - implications and developments
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ESOL for unemployed learners - implications and developments

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Alex Stevenson of NIACE provides us with an update.

Alex Stevenson of NIACE provides us with an update.

Published in: Education

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  • Introduce self – new to NIACE from Aug 2013. Lead on ESOL, work on E&M also
    Welcome opportunity to present at NATECLA event, nice to see so many participants
    Questions – no time during this slot, please keep for panel discussion or tweet them –highlight handle / e-mail.
  • All change – always say this, but a kind of hiatus at the moment: lots of developments to come, but many are new and implications and impact not yet known – too early to say
    Looking mainly here at funding arrangements, skills conditionality and universal credit, and functional skills
    KoLL and qualifications – other important developments in the field, with implications yet to be known in the longer term
  • The Policy Context
    Worth starting with a quick look at Government thinking on ESOL.
    Highlight:
    - labour market / support for employability (nothing new there)
    - support of children’s education (welcome this)
    - progression to FS and GCSE (more on this later)
  • Show of hands re
    - difficulties with transitional funding
    - use of non-regulated aims
    - issues with L1 and L2
    NB – FS, GCSE, remaining adult lit quals are now listed in Annex of funding rules as ESOL qualification aims
  • Some instititions are experimenting with new delivery models – e.g. building courses with lots of smaller qualifications (lots of work for tutors, exams admin and costs)
    Others are taking the opportunity to continue with existing models for a further year
  • Job Outcome Payments
    - 50% of achievement funding so will receive 90% of the normal funding. 100% if employment outcome and achieves qualification
    - employment outcome not positive in terms of success rates.
    - Issue for ESOL provision – how best to get a declaration from the learner – language / contact issues, type of employment (if provider requires employer confirmation)
  • Unemployment-related benefits = JSA / ESA wrag, don’t have to stop claiming other benefits e.g housing benefit
  • The toolkit is with DWP, who may decide to use with JCP advisers.
  • ESOL issues e.g.
    Language levels
    Length of time needed
    Referrals
    Dedicated points of contact
    Regular meetings
    Handovers
    Agreement of outcomes for each learner i.e. working around JCP / provider targets to decide which is the priority for the learner
    Can support e.g. where adequate administrative provision is made to reduce the load on tutors / co-ordinators
  • Those wishing to access ESOL for other purposes
  • Pilot is limited – 4 jobcentres (we think)
    Other pilots from October are : Rugby, Inverness, Harrogate, Bath, Shotton
  • In practice, few ESOL learners are coming through on UC and from provider point of view little difference with JSA
    13 councils have been piloting ways to improve support to residents in how to claim e.g. Internet skills, budgeting etc. Digital champions.
  • Especially where ‘poor spoken English’ a barrier – however defined?
    This is Osbourne’s spending review announcement
  • 13 councils have been piloting ways to improve support to residents in how to claim e.g. Internet skills, budgeting etc. Digital champions
  • S&L at the expense of R&W?
    No news on any further funding to support JCP mandated learners.
  • Accredited in this sense meant e.g. In receipt of SFA funding, inspected by Ofsted, British Council etc.
  • Invite comments on the types of learning – ACL? Community? being pushed out for the panel discussion.
    Invite providers to contact NIACE in confidence if have demand exceeding supply.
  • NB – FS, GCSE, remaining adult lit quals are now listed in Annex of funding rules as ESOL qualification aims
  • Particularly interested to hear from providers doing QCF English units with ESOL learners
  • - new curriculum is creative and locally driven – local partnerships innovating
    Also the DCLG competition results will be interesting here
  • Transcript

    • 1. #esolshoestring @alexsNIACE ESOL for unemployed learners: recent developments and their implications Stuart Hollis Alex Stevenson, Senior Project Officer alex.stevenson@niace.org.uk
    • 2. It’s all change – well, sort of… • • • New funding arrangements for 13/14 Skills conditionality and Universal Credit (UC) affecting unemployed learners Policy emphasis on Functional Skills and GCSE English Language
    • 3. • • New Knowledge of Language and Life in the UK (KoLL) requirements from 28th Oct 2013 New ESOL qualifications from Sept. 2014
    • 4. The Policy Context Source: Skills Funding Statement 2012 – 2015 (BIS/SFA, Dec. 2012)
    • 5. SFA Funding • • Transitional funding whilst new ESOL qualifications are developed on the QCF Providers’ ESOL income guaranteed for 13/14
    • 6. • • ‘non-regulated’ learning aims are still funded (pre-entry to Level 2) Issue in L1/L2 full qualifications around the replacement for the Adult Literacy test – delays putting on LARA
    • 7. Job Outcome Payments • • • Reduces disincentive if an unemployed learner leaves the course early to start a job 50% of the achievement payment (20%) Providers will be able to record an employment outcome in the ILR
    • 8. • • To be eligible, the job must be for more than 16 hours a week, for 4 weeks in a row Requires a declaration from the learners that they have stopped claiming unemployment related benefits and have entered work
    • 9. Skills Conditionality • • Increased conditionality regime for JSA has become part of the ESOL landscape Many providers have adapted and reorganised some or all of their provision in response, and increased partnership working with JCP
    • 10. • • NIACE ran ‘ESOL and Employability’ workshops nationally Jan – March 2013 ‘ESOL Toolkit’ for JCP advisers produced
    • 11. ESOL and Employability • Partnership working critical • • • • JCP awareness of ESOL provision and issues More effective referral processes Could assist with learner outcomes Programme planning more effective where given priority by senior management
    • 12. • • Concern about the implications for those not in a position to work but who need ESOL NIACE hopes to share some good practice models
    • 13. Universal Credit (1) • • Combines an array of working age benefits into a single, means-tested benefit for those both in and out of work Intended to ensure that claimants are better off in work
    • 14. • • • Currently piloted in Tameside, Greater Manchester 6 further pilots to commence October 2013, including Hammersmith Roll out by 2017
    • 15. Universal Credit (2) • • Eligibility for SFA funding basically similar existing JSA arrangements, no ‘16 hour rule’ Claimants mandated to skills training where identified as a barrier (increased sanctions)
    • 16. • • Screened and referred as a matter of course where language needs identified If mandated, eligible for full funding even if belong to a UC group only currently eligible at provider’s discretion
    • 17. Implications for Providers • • Increased referrals from JCP and potentially other sources e.g. housing providers NIACE understands that JCP will expect more intensive provision (“full time”?)
    • 18. • • • Focus on Speaking and Listening, employability skills and job search skills Demand for provision to support budgeting skills and on-line UC claims Increased pressure on Adult Skills budget, staffing and accommodation
    • 19. New KoLL Requirements • • From 28th October 2013, learners will have to demonstrate spoken language skills at B1 (ESOL Entry 3) and pass the Life in the UK test No longer the requirement for the course to be delivered by an accredited provider
    • 20. • • Learners will have to stay in provision longer to achieve E3 Speaking and Listening Concerns about length of time needed for study and level required
    • 21. Pressure on the Adult Skills Budget • • • Skills conditionality / UC – more referrals Increased intensiveness of provision Demand for other provision in preparation for UC e.g. budgeting, digital access skills
    • 22. • • • New KoLL requirements Adult Skills budget reduced and potential for other capacity issues Providers have flexibilities – but are some types of learning (and learners) being pushed out?
    • 23. Policy Emphasis on FS and GCSE
    • 24. ESOL and Functional Skills English • • Relationship of ESOL to Adult Literacy – linked, but distinct in many respects Long-standing concerns about the use of inappropriate assessment in ESOL i.e. the Adult Literacy test
    • 25. • • New forms of multilingualism mean that distinctions between ESOL and English are not always clear (for learners or providers) ESOL learners are already accessing FS – e.g. 16 – 19, WBL, funding purposes
    • 26. New NIACE Work • • • Commissioned by BIS to look at ESOL learners’ progression to FS English and GCSE English language Call for information until 9th Dec 2013 http://bit.ly/18e0OGh
    • 27. Towards a ‘New Curriculum for Difficult Times’? • • NIACE report on work by ACL providers – ‘A New Curriculum for Difficult Times’ Smarter use of available resources to address language, literacy, digital literacy, financial literacy, citizenship needs
    • 28. Adult Learners’ Week • • • Nominations are open ... Individuals, projects and employers Awards take place in June 2014 www.alw.org.uk
    • 29. NIACE ESOL Publications • • • Review of ESOL titles and formats Call for contributors and writers Support available – get in touch!