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1The term Scottish resident carries no legal definition. However, there are a number of eligibility criteria, currently used in Scotland, for access to funding for learning. These are set out in the Scottish Executive's guide to learner funding, Helping you meet the costs of learning: Your guide to Funding, http://www.scotland.gov.uk/Publications/2005/03/29162117/21195, and on the Scottish Executive's website at: http://www.scotland.gov.uk/fundingforlearners. Access to ESOL with literacies courses is free to all learners providing they fall within the Scottish Executive's definition of an Adult ESOL literacies learner. This defines an adult ESOL literacy learner- funded under adult literacy and numeracy streams- as, 'A person who has little or no literacy in his/her own mother-tongue and who has little or no literacy in English and whose spoken English may range from basic to fluent.' Courses delivered by CLD partnerships are provided on the basis of need rather than eligibility.

2 Scottish Executive, Working and learning together to build stronger communities.Scottish Executive Guidance for Community Learning and Development, (Edinburgh, 2004). This identified five tenets for CLD: Empowerment; Participation; Inclusion, equal opportunity and anti-discrimination; Self-determination; and Partnership (see paragraph 12). The document can be found at: http://www.scotland.gov.uk/library5/housing/segcld-00.asp.
This built upon the Scottish Executive's policy guidance on CLD set out in Community Learning and Development: The Way Forward , issued in June 2002. The document can be found at: http://www.communityplanning.org,uk/documents/CLDWayForwarddocMay30FINALAPPROVED.pdf The Scottish Executive's lifelong learning strategy, Life Through Learning; Learning Through Life, published in February 2003, identified five goals to achieve the vision of a lifelong learning society which can be summarised as follows (page 3): Opportunity; Quality; Recognition; Informed choice; and Access. For more details, see: http://www.scotland.gov.uk/library5/lifelong/llsm-00.asp ; Scottish Executive, Adult Literacy and Numeracy In Scotland report, (Edinburgh, 2001). For more details see: http://www.scotland.gov.uk/library3/lifelong/alan-00.asp

3 We have used the United Nations High Commissioner for Refugees ( UNHCR) definition of the term 'refugee' as set out in the Convention and Protocol relating to the Status of Refugees (p.16). For this, refer to: http://www.asylumsupport.info/publications/unhcr/convention.pdf. Amongst other learners who may be covered by this strategy are migrant workers from new EU states and international students who decide to settle in Scotland for a short period of time.

4 Catherine Rice, Neil McGregor, Hilary Thomson and Chihiro Udagawa, National 'English for Speakers of Other Languages' ( ESOL) Strategy: Mapping Exercise and Scoping Study, (Edinburgh, 2005), paragraph 2.46, See: http://www.scottishexecutive.gov.uk/about/ASD/CSU/00017534/ELL-p.aspx.

5 Of the 71 per cent of learners who were settled in Scotland, 48 per cent were either long-term settled ethnic minority communities or had come to Scotland as asylum seekers and refugees: Ibid, table 2.4.

6 Ibid, Table 2.3.

7 Ibid, paragraph 2.6

8 Ibid.

9 Ibid, paragraph 2.4 and table 2.2, pp. 7 and 8.

10 Ibid.

11 Ibid, paragraph 2.13, p.12; Jean Wilson, 'Good Thing Happening', Broadcast, 65, (Winter 2004), p.33. Between 2000 and 2003 alone, there was a 300 per cent rise in work permits issued to Scottish employers: http://www.scotland.gov.uk/News/Releases/2004/05/5476

12 This has been supported by the launch of the Fresh Talent Website and the Relocation Advisory Service, see: http://www.scotlandistheplace.com

13 A number of Scottish Further Education Funding Council ( SFEFC) circulars (FE/51/01; FE/57/01; FE/01/02; FE/02/02; and FE/29/03) give details of additional funds provided. These can be found at: http://www.sfefc.ac.uk/library/circulararchive.

14 C. Rice et al., National 'English for Speakers of Other Languages' ( ESOL) Strategy: Mapping Exercise and Scoping Study, paragraph 2.13, p.12.

15 Scottish Refugee Integration Forum, action plan (Edinburgh, 2003), p.18. This can be found at: http://www.scotland.gov.uk/library5/society/srif-00.asp

16 Scottish Executive, Life Through Learning; Learning Through Life (Edinburgh, 2003), p.42. This can be found at: http://www.scotland.gov.uk/library5/lifelong/llsm-00.asp

17 Nationality, Immigration and Asylum Act 2002, S.1 (3) (ba) and (4) (a).

18 Home Office, Controlling our borders: Making migration work for Britain. Five year strategy for asylum and immigration, (London, 2005), p.22. See: http://www.official-documents.co.uk/document/cm64/6472/6472.pdf

19 Carol Irvine and Catherine Rice, The Glasgow ESOL 2000 Survey Report, (Glasgow, 2000). For a summary, see: Carol Irvine, 'The Glasgow ESOL Survey 2000: speaking your language', Broadcast, 52, (March 2001).

20 Learning Connections is part of the regeneration directorate of Communities Scotland. Communities Scotland is an executive agency of the Scottish Executive.

21 For examples: Department for Education and Employment, The Adult ESOL Core Curriculum, (London, 2001), see: http://www.dfes.gov.uk/curriculum_esol/; The Ministry of Education, The Adult ESOL Strategy, (Wellington, 2003), http://www.minedu.govt.nz/web/downloadable/dl7577_v1/adult-esol.pdf; National Adult Literacy Agency, English for Speakers of Other Languages: Policy Guidelines and Supports for V.E.C. Adult Literacy Schemes, (Dublin, 2003), http://www.nala.ie/download/pdf/esol_rept.pdf

22 C. Rice et al, National 'English for Speakers of Other Languages' ( ESOL) Strategy: Mapping Exercise and Scoping Study, paras. 2.3-2.5.

23 Ibid, para. 2.3.

24 Ibid, paras. 2.5 and 2.6.

25 Ibid, table 2.5.

26 Ibid, para. 2.57 (see also paras 2.55- 2.58).

27 C. Rice et al., National 'English for Speakers of Other Languages' ( ESOL) Strategy: Mapping Exercise and Scoping Study', table 2.9.

28 This appointment would be made in accordance with Scottish Ministers commitment to apply the principles of openness and transparency in the appointments they make as set out in the Scottish Executive's Code of Practice.

29 STUC representation would ensure a link to the Scottish Union Learning Fund and Union Learning Representatives. The latter will refer union members to courses and represents another means of promoting English to learners who are unaware of learning opportunities. A number of unions have already aided English language provision for union members. For example, UNISON, UCATT, USDAW and TGWU schemes.

30 See 'further study' under Section 6.3.

31 English as an Additional Language ( EAL) is the term used to describe English for second language learners in Schools.

32 Community Health Partnerships were established on 1 April 2005. However many will be constituted in due course. For updates, go to: http://www.show.scot.nhs.uk/sehd/chp.

33 For example, Glasgow ESOL Forum, Edinburgh ESOL Co-ordinators Committee and the ESOL & Literacies Network.

34 The 32 CLD partnerships mirror the 32 local authority areas. Working and learning together to build stronger communities (2004) identified a number of guiding principles for CLD plans (3.3.1): they should be based on a rigorous analysis of need and resource; they should demonstrate engagement with key agencies, the voluntary sector and the community; they should be fully consistent with the Community Plan, CLD Strategy, and other local plans; they should concentrate resources to meet key priorities while maintaining a concern for the wider purposes of community learning; they should contain targets for improvement with timescales linked to improvement plans being developed by the education authority; and they should set out arrangements for monitoring and evaluation. The partnerships are actively engaged with ESOL issues. The 11 SFEFC areas are Central, Dunbartonshire, Edinburgh & Lothians, Fife, Glasgow, Highlands & Islands, Lanarkshire, North East, South, Tayside and West. For details of the SFEFC supply & demand areas, see SFEFC, Supply and demand of further education in Scotland: National Report, (Edinburgh, 2005).

35 http://www.scottish-enterprise.com/sedotcom_home/about_se/local_enterprise_companies.htm ; http://www.hie.co.uk/Local-Enterprise-Companies.htm. The direction and priorities for the Enterprise Networks was first set out in the Scottish Executive's ambitions for the networks, A Smart Successful Scotland (2001), http://www.scotland.gov.uk/library3/enterprise/sss.pdf. This was refreshed in 2004 in A Smart Successful Scotland: Strategic Direction to the Enterprise Networks and an Enterprise Strategy for Scotland, http://www.scotland.gov.uk/library5/enterprise/sssen.pdf.

36 Using current estimated student numbers cited in the ESOL report, this would create the following spread of student numbers and providers (by college and local authority): South West (student pop. 3,549; 4 local authorities and 4 FE colleges); South East (student pop. 1,449; 2 LAs and 2 FECs); Central West (student pop. 14,274; 8 LAs and 15 FECs); Central (student pop. 3,902; 5 LAs and 4 FECs); Central East (student pop. 10,513; 2 LAs and 3 FECs); Fife and Tayside (student pop. 7,351; 4 LAs and 7 FECs); Highlands and Western Isles (student pop. 2,673; 3 LAs and 5 FECs); North East and Northern Isles (student pop. 4,677; 4 LAs and 3 FECs). These figures neither reflect the capacity of college or local authority provision nor do they account for fluctuations in student numbers. See ESOL report, tables 2.1 and 2.2, pp. 8 and 9.

37 From the data provided by those centres who responded with details of their courses for the study, around 60 per cent of ESOL learners were attending general English classes. The two largest modes of study were part-time full year courses (less than 15 hours a week) who formed 36 per cent of the sample and 14 per cent who attended part-time courses for less than 5 hours a week. Asylum seekers are limited from accessing full-time study by Home Office regulations: C. Rice et al., National 'English for Speakers of Other Languages' ( ESOL) Strategy: Mapping Exercise and Scoping Study', Tables 2.7 and 2.8.

38 Ibid, Table 2.8.

39 Of these 85 per cent were delivered in FE and 15 per cent in Community Learning and Development settings: Ibid.

40 81 per cent and 19 per cent of this provision was delivered in FE colleges and CLD partnerships respectively: Ibid.

41 Although some of this provision may be organised by colleges or delivered by college staff: Ibid, paras. 2.35 and 2.36.

42 Ibid, para. 2.35.

43 Ibid, para. 2.43.

44 Ibid.

45 Ibid.

46 Three categories of learners (migrants, students and refugees) were identified. 10 and 8 per cent of refugees and asylum seekers surveyed said respectively that they could not write or read in the first language. Amongst migrants these numbers were 4 and 3 per cent respectively: Ibid, tables 3.6 (a) & (b) and para. 3.10.

47 This correlates with the earlier findings of the joint Scottish Executive and Scottish Refugee Council study of asylum seekers and refugees' education and training experience (see references under progression): Ibid, Tables 3.7 and 3.8, and para. 3.10.

48 These figures were taken from the details of 581 staff provided by 49 - out of 61 - centres who responded to the study. In FE, the number of staff without a teaching qualification delivering ESOL was less than 1 per cent. In CLD, 32 per cent of staff teaching ESOL had no teaching qualification. In the voluntary sector, around 42 per cent teaching ESOL had no teaching qualification: Ibid, Table 2.14.

49 Ibid.

50 ESOL Literacies: Teaching Adults: Teaching Adults Reading, Writing and Numeracy. For details, see: Http://www.sqa.org.uk/files/hn/DDM0E25.pdf

51 HMIE, How Good is Our Community Learning and Development - Self evaluation using quality indicators, http://www.hmie.gov.uk/documents/publication/cldfull.pdf; Scottish Community Development Centre, Learning Evaluation and Planning, http://www.communitiesscotland.gov.uk/Web/Site/Engagement/techniques/leap.asp; Scottish Executive/ City of Edinburgh Council, Literacies in the community, resources for practitioners and managers, http://www.communitiesscotland.gov.uk/web/FILES/LICoutline_new.pdf; SFEFC/ HMIE, Standards and quality in Scottish further education. Quality framework for Scottish FE colleges, http://www.hmie.gov.uk/about_us/inspections/documents/sfefc_framework.doc

52 Ei BAS is a quality assurance system for English Language Teaching (in this case ESOL or EFL) used by both private language schools and state providers in the UK. For details, see: http://www.britishcouncil.org/learning-accreditation-review.htm. For the content of these reviews, see: http://www.britishcouncil.org/accreditation-what-we-check.pdf .

53 FENTO, Guidance on using the Subject Specifications for teachers of English for Speakers of Other Languages ( ESOL) at level four in conjunction with the Standards for teaching and supporting learning,(Nottingham, 2003), http://www.fento.org/staff_dev/subject_specs_esol/guide_using_esol.pdf

54 Scottish Executive, Partnership Matters. A Guide to Local Authorities, NHS Boards and Voluntary Organisations on Supporting Students with Additional Needs in Further Education, (Edinburgh, 2004), http://www.scotland.gov.uk/library5/health/glanhs-00.asp.

55 http://www.coe.int/T/E/Cultural_Co-operation/education/Languages/Language_Policy/Policy_development_activities/Guide/default.asp

56 http://www.europa.eu.int/comm/education/doc/official/keydoc/actlang/act_lang_en.pdf

57 http://www.cilt.org.uk/qualifications/elp/adultelp.htm

58 http://www.scilt.stir.ac.uk/pubs.htm#083

59 This should consider existing Scottish schemes, such as the Overseas Trades Assessment and Reskilling ( OTAR), Pathways to Employment for Professional Engineers ( PEPE) and Glasgow Overseas Professionals into Practice ( GOPiP) programmes in Glasgow, and schemes outside Scotland, for example, the Refugees Into Jobs schemes developed by Brent Council in London and the London Development Agency. For details of OTAR and PEPE, go to: http://www.contemporaryscotland.com/bridgesotar.shtml. For details of GOPiP, go to: http://www.gcal.ac.uk/gopip/. For details of Refugees Into Jobs, see: http://www.brent.gov.uk/regen2.nsf/0/56268a32c377062380256e9a00596d11?OpenDocument. The Refugees Into Jobs website includes helpful examples of partnerships with employers.

60 Scottish Executive, A Review of Occupational Standards and National Guidelines on Provision Leading to the Teaching Qualification in Further Education ( TQ( FE)) and Related Professional Development, (Edinburgh, 2003), http://www.scotland.gov.uk/consultations/education/tqfe-00.asp; Scottish Executive, A consultation on The Need for a Professional Body for Staff in Scotland's Colleges, (Edinburgh, 2004), http://www.scotland.gov.uk/profbodyconsultation.

61 FENTO, Guidance on using the Subject Specifications for teachers of English for Speakers of Other Languages ( ESOL) at level four in conjunction with the Standards for teaching and supporting learning, (Nottingham, 2003), http://www.fento.org/staff_dev/subject_specs_esol/guide_using_esol.pdf

62 Scottish Executive, Empowered to Practice: The Future of Community Learning and Development Training in Scotland, (Edinburgh, 2003), http://www.scotland.gov.uk/library5/social/etp-00.asp

63 http://www.communitiesscotland.gov.uk/Web/Site/cl/cl-ceve.asp

64 Leyla Charlaff, Kushtrim Ibrani, Michelle Lowe, Ruth Marsden and Laura Turney, Refugees and asylum seekers in Scotland: A Skills and Aspirations Audit, (Edinburgh, 2004); F. Aldrige and S. Waddington, Asylum Seekers' Skills and Qualifications Audit Pilot Project, (Leicester, 2002); Alice Bloch, Refugees Opportunities and Barriers in Employment and Training, Department of Work and Pensions Research Report 179,( Leeds, 2002).

65 L. Charlaff et al., Refugees and asylum seekers in Scotland: A Skills and Aspirations Audit, pp.20- 21.

66 For example: 15.3 per cent had worked in skilled trades, 3.1 per cent as teachers, 3.1 per cent as doctors, and 2.1 per cent as nurses before coming to the UK, L. Charlaff et al., Refugees and asylum seekers in Scotland: A Skills and Aspirations Audit, table 2.7.

67 C. Rice et al., National 'English for Speakers of Other Languages' ( ESOL) Strategy: Mapping Exercise and Scoping Study', para. 212.

68 L. Charlaff et al., Refugees and asylum seekers in Scotland: A Skills and Aspirations Audit, p.34; Alice Bloch, Refugees Opportunities and Barriers in Employment and Training, p.65; F. Aldrige and S. Waddington, Asylum Seekers' Skills and Qualifications Audit Pilot Project, p.22.

69 Ibid.

70 L. Charlaff et al., Refugees and asylum seekers in Scotland: A Skills and Aspirations Audit, p.38.

71 These were part of a £500K package for asylum seekers and refugees, see: http://www.scotland.gov.uk/News/Releases/2005/04/05102837

72 http://www.onescotland.com/onescotland/osmc_display_leveldown.jsp?pContentID=70&p_applic=CCC&pElementID=38&pMenuID=1&p_service=Content.show&

73 For details of One Scotland campaigns and other useful links, go to: http://www.onescotland.com/onescotland/osmc_display_leveldown.jsp?pContentID=168&p_applic=CCC&p_service=Content.show&. One of the key principles for guiding CLD activities, identified in Working and learning together to build stronger communities was, 'inclusion, equality of opportunity and anti-discrimination - recognising that some people may need additional support to overcome the barriers they face.'

74 The Refugee Council's report, Making women visible, suggested that many women seeking asylum in Britain had been subjected to sexual violence and other physical abuse, Refugee Council, Making women visible. Strategies for a woman-centred asylum and refugee support system, (London, March 2005), http://www.refugeecouncil.org.uk/downloads/WomenstrategyMarch2005.pdf. This provides additional reasons for providing women only courses, aside from orthodox reasons such as religious or cultural beliefs, see FE National Training Organisation, Guidance on using Subject Specifications for teachers of English for Speakers of Other Languages ( ESOL), recommendation B3, p.9.

75 For the Race Relations (Amendment) Act 2000, go to: http://www.hmso.gov.uk/acts/acts2000/20000034.htm. Providers are obliged under the Disability Discrimination Act to ensure that students and potential students with disabilities are not discriminated against and to make reasonable adjustments so they are not placed at a substantial disadvantage.

76 Scottish Executive, Partnership Matters. A Guide to Local Authorities, NHS Boards and Voluntary Organisations on Supporting Students with Additional Needs in Further Education, (Edinburgh, 2004), http://www.scotland.gov.uk/library5/health/glanhs-00.asp.

77 Scottish Executive, Helping you meet the costs of learning (Edinburgh, 2005), http://www.scotland.gov.uk/Publications/2005/03/29162117/21195

78 Ibid, para. 3.73.

79 Amongst the successful schemes in Glasgow are the Overseas Trade Accreditation and Reskilling ( OTAR) project - part of the Bridges Project (run by the Institute of Contemporary Scotland) - involving the following Bridges Project Partners, Anniesland College, CITEC, The Construction Academy, Glasgow City Council, Laing O'Rourke Scotland, Scottish Enterprise Glasgow and Stow College, to create a training and employment route for refugee tradespersons. A number of Glasgow Colleges are also involved in the Glasgow Overseas Professionals into Practice (for nurses and other medical professionals), the Refugee Doctors Scheme and the Pathways to Employment for Professional Engineers scheme. As part of the funding disbursed by the Minister of Communities for various schemes supporting asylum seekers and refugees into employment and further study are intensive courses run by Stevenson College Edinburgh to aid entry into higher level employment and study.

80 See references to schemes in operation in section 5. See also references to volunteering and EVP schemes in the ESOL report, paras. 3.54-3,61, pp. 46-7.

81 These include schemes involving UCATT, TGWU, UNISON and USDAW. UNISON and Greater Glasgow Health Board have been working with UNISON to promote and support ESOL classes for NHS Glasgow employees.

82 There are four regional access fora - staffed by representatives from FE colleges and HEIs - which are designed to strengthen articulation routes between colleges and HEIs. For local contact details for each of the regional fora coordinators and the national wider access coordinator, and for more background on the wider access agenda, see:

http://www.universities-scotland.ac.uk/Map/WhosWho.pdf

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