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4. THE ADULT ESOL STRATEGY FOR SCOTLAND
This strategy provides a blueprint for the direction and structure of ESOL provision in Scotland and support for the ESOL teaching community in their delivery of, and further professionalisation for, ESOL in the 21 st century. In this, the strategy is aided by the enthusiasm and commitment of practitioners, and existing developments from within the profession.
Our vision for adult ESOL provision will be achieved by:
- Improving collaboration and coordination;
- Raising quality through learning and teaching;
- Supporting learning and progression.
Improving Collaboration and Co-ordination
Guiding principles
- Provision which supports migrant and refugee settlement, and aids inclusion and full participation in Scottish society and the economy by these groups and by settled ethnic communities
- Provision which is high quality, easily accessible, cost-effective and uses best practice in the teaching and learning of languages
Background
The ESOL report estimated that there is a significant unmet demand for ESOL in Scotland. Anecdotal evidence suggests that this is a growing issue in many parts of the country, both in areas where there has previously been limited need for ESOL provision and where significant demand already existed. The report also found a need to develop inter- and intra-sector cooperation. Coordination of ESOL provision across sectors and collation of data by funders and providers were identified as imperatives, along with clarification on public sector funding streams.
The changing demographics in recent years show that demand for ESOL provision, amongst New Scots at least, can change rapidly. Amongst settled ethnic communities, quantifying latent demand has proved problematic. It is clear that a number of solutions at both national and local levels are needed. These are set out below.
4.1 National solutions
The solutions offered in this strategy will complement existing wider planning structures for both FE and CLD providers. The strategy recognises that, in developing the skills of individual ESOL learners, we are also developing and supporting Scotland's communities.
National co-ordination
We will set up a National ESOL Panel to monitor the quantity and quality of ESOL provision in Scotland, and to lead the coordination of all aspects of the strategy across all sectors, regions and interests. The National Panel will seek to provide effective direction, representation and support for ESOL learners, providers and practitioners.
National Panel membership
The National ESOL Panel will be independently chaired, on a part-time basis, by a Scottish Executive appointee. The Panel's membership will include one or more representative from each of the following key stakeholder groups:
ESOL practitioners;
ESOL learners;
The main funding body;
The main qualifications body;
Employers; and
The Scottish Executive and its agencies.
The Panel will be supplemented by sub-groups or short-life working groups to take forward specific tasks and will have administrative and secretarial support.
The Panel should meet quarterly. The role and remit of the National ESOL Panel will encompass:
- Advice and Monitoring
- Communication and Promotion; and
- Representation.
Advice and Monitoring
The National Panel will:
- gather data and advise key stakeholders on ESOL supply and demand;
- monitor implementation of the strategy in Scotland and developments in the rest of the UK; and
- inform policy developments.
It will produce an annual report to Scottish Ministers on the supply, demand and quality of adult ESOL provision - and Ministers will respond appropriately.
Communication and Promotion
The National Panel will:
- provide strategic advice on direction to regional and representative bodies;
- communicate national initiatives and regional developments;
- coordinate existing or developing regional or sectoral strategies;
- support and disseminate good practice; and
- promote the benefits of ESOL learning.
Communication will be through a national ESOL website, a regular e-newsletter and annual ESOL conference.
Promotion of ESOL has both a national and local dimension.
The National Panel will manage the development of a national ESOL website as a medium for promoting available ESOL provision, professional development and student network events. The website should also include a teaching and learning materials databank as well as links to sources of information, advice and guidance for providers and students.
The Panel should also issue a quarterly e-newsletter to inform interested stakeholders of ESOL news and developments, national and regional.
CLD partnerships should negotiate with existing and potential partners to promote places on local ESOL courses as a way of reaching out to all potential ESOL learners. Local Jobcentre Plus offices, Community Health Partnerships, learndirect scotland and its branded learning centres (with ESOL provision being included on the national Learning Opportunities Database), the Black and Ethnic Minority Infrastructure in Scotland ( BEMIS), the Scottish Refugee Council, schools, and faith organisations are among those who could play key roles in this.
Representation
The National ESOL Panel will represent the views of ESOL practitioners, providers and learners in discussions with other stakeholders and organisations.
4.2 Local/regional solutions
Local and regional planning and partnership mechanisms already exist across the country. For example, there are 32 CLD partnerships which produce CLD strategies and action plans and 11 Scottish Funding Council ( SFC) areas which produce area supply and demand studies. There are also currently 23 Local Enterprise Companies ( LECs) with strategic priorities. In addition, ESOL practitioners at a local level show commitment to building links with voluntary organisations, universities and LECs to offer more progression options for learners.
However, there are inconsistencies in planning and coordination across the country, largely because of the rapid growth in demand for ESOL in some areas and the complexities of ascertaining and meeting latent demand. Therefore, the National Panel will work with CLD partnerships to achieve a consistent and coordinated approach across Scotland.
The main tasks at regional level will be:
- Signposting Learner Need: To help providers ensure the best possible match between learner demand/needs and high quality provision. Subject to the availability of resources, this will reduce waiting lists;
- Advice: To advise the National ESOL Panel on regional ESOL provision and raise awareness of local developments which might be used as national models of good practice;
- Collaboration and representation: To identify and develop opportunities for local partnerships and initiatives between ESOL providers (and the EAL service in schools), businesses, local government, wider educational provision and community development;
- Communication and promotion: To raise awareness of staff development opportunities for ESOL practitioners and support staff both locally and nationally, and to inform them of statutory developments. This information should also be shared with staff teaching EAL in schools.
4.3 Guidance on funding
Eligibility criteria and entitlement vary across funding streams. However, the National Panel, in discussion with funders and providers, will as one of its first actions set out the basic funding principles which should generally be applicable to all ESOL funding. Guidance on these principles will then be made available via the national ESOL website.
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