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Appendix A
Consultation on the proposed adult ESOL strategy for Scotland: key findings
Public consultation on the proposed adult ESOL strategy for Scotland, between 25 July and 31 October 2005, received 55 responses. Respondents included FE colleges, CLD Partnerships, Community Planning Partnerships, ALN Partnerships, local authorities, universities, local organisations and individuals. There were also collective responses from bodies such as the Association of Scottish Colleges ( ASC), Learning Link Scotland, and the STUC. A series of consultation events was also held around Scotland.
The key findings drawn from the consultation are summarised under the general headings in the consultation paper to which they relate. The adult ESOL strategy for Scotland has been revised, with the expert advice of key ESOL stakeholders, to take account of these conclusions, which will also inform the work to be taken forward following the launch of the strategy.
Vision and Principles
Endorsed. This part of the document was particularly complimented for its holistic, inclusive, flexible and learner-centred approach.
However, there was a strong underlying concern about the need for clear and adequate funding streams, both to support the strategy and to meet current demand.
Collaboration and Co-ordination
Regional fora
Did not receive decisive support.
Concern was expressed that new fora would duplicate the work of existing regional and other representative bodies, adding an unnecessary and unwelcome layer of bureaucracy to ESOL provision. The predominant preference was that existing Community Planning structures (principally, the CLD partnerships in each local authority area) should be used.
National ESOL Panel
Proposal endorsed. The Panel has an important role, to lead the coordination of all aspects of the strategy across all sectors, regions and interests.
The remit of the Panel, though, must avoid introducing additional, unnecessary bureaucracy. The National Panel should be orientated towards providing effective direction, representation and support for ESOL learners, providers and practitioners, while making the minimum possible additional demands on any of these groups.
The National ESOL Panel must have clear lines of communication, representation and accountability with existing regional structures, to monitor their effectiveness in supporting the objectives of the strategy.
National ESOL website
Proposal broadly welcomed, particularly as a medium for disseminating information and guidance for ESOL providers and practitioners.
However, the website's usefulness as a source of information to learners was not decisively endorsed.
Raising Quality through Learning and Teaching
Professional Development
Agreement that a clear Continuing Professional Development ( CPD) pathway is needed.
It should be clearly linked to existing qualification structures (e.g. the SCQF). Delivery should be sufficiently flexible to ensure that all practitioners can benefit and that central (financial) support should be considered to encourage take-up of opportunities.
Respondents identified a range of CPD needs of guidance and support staff. These include: language and cultural awareness; knowledge of funding streams; and familiarity with Home Office policies.
ESOL Curriculum Framework
Proposal supported, although more by community providers than by colleges.
However, all agreed it should be based on practice and designed to complement, rather than supplant, existing frameworks.
Supporting Learning and Progression
Closer links needed with learning providers and, particularly, employers.
Existing links and partnerships should be built on. Suggestions for strengthening links included: working more closely with Careers Scotland and Jobcentre Plus; making more funding available; and providing support to employers.
Improved referral, guidance and support needed.
Recommendations included: strengthening links to relevant agencies and providers; creating clear and comprehensive guidelines for staff; and providing better information centrally regarding practical/financial support for learners.
ETLLD: Further and Adult Education Division, March 2007
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