english for speakers of other languages in scotland’s colleges
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English for speakers of other languages in Scotland’s colleges. June 2014 Jan Davidson HMI. Subject based aspect report. - PowerPoint PPT PresentationTRANSCRIPT
English for speakers of other languages in Scotland’s colleges
June 2014
Jan Davidson HMI
Subject based aspect report
The report raises issues around how we deliver ESOL and respond to the very diverse needs of different groups of learners, for example, settled learners from Asian communities and young Eastern European economic migrants. It also raises issues with regard to recruiting and supporting learners with disabilities and additional support needs.
• … ESOL curriculum that supports the inclusion, participation and progress of those for whom English is not a first language
• …a range of full-time and part-time ESOL programmes at times that
suit learners’ needs and circumstances...
• ESOL teaching staff in colleges are well qualified ...
• …partnership with CLD …to ensure learner needs are met whilst reducing duplication
• … assess learners’ prior learning and languages skills well...
Areas of strength:
Areas of strength:
• ESOL learners develop skills for citizenship very well and acquire an understanding of Scottish life and culture ...
• …employability skills … learning how to apply these effectively in work and social situations
• Learners are very well engaged in enhancing their own learning…
• …majority of ESOL learners achieve their qualifications and make good progress into further learning or employment…
Areas for further development:• … credit rating …to meet the needs of learners and other stakeholders.
• … titles of ESOL programmes are not standard ...
• …ESOL classes for most learners at lower levels is restricted to two or three hours a week …
• A few colleges …make limited use of partnership working.
• Colleges (fail to) track learner success...
• … part-time ESOL learners have limited engagement with the wider college ...
• …limited engagement with employers ...
Areas for further development:
• …part-time …learner success rates are considerably below those of full-time learners…
• …low recruitment and success rates for ESOL learners with dyslexia ...
• …success rates for ESOL learners in non-white ethnic groups are well below the success rates for ESOL learners of white European origin.
White otherIrishPolishOther white
Mixed Any mixed
Asian
IndianIndian ScottishIndian BritishPakistani
Pakistani Scottish
Pakistani BritishBangladeshi
Bangladeshi Scottish
Bangladeshi BritishChinese
Chinese ScottishChinese BritishOther Asian
Black
Caribbean
Caribbean Scottish
Caribbean BritishAfrican
African ScottishAfrican BritishOther Black
Other Other
Unknown
Information refused
Information unknown
Success Rates
2010-11 2011-12 2012-13
White other 67% 68% 69%
Asian 59% 61% 58%
Black 54% 63% 61%
Mixed 57% 59% 66%
Other Ethnic background
56% 61% 57%
Not known/not disclosed
44% 47% 43%
Total non-British
66% 67% 68%
Ethnicity
DisabilityNo known disability
Dyslexia
Blind/partially sighted
Deaf/hearing impairment
Mental health difficulties
Other
Wheelchair user
Mobility difficulties
Personal care support
Unseen disability
Multiple disabilities
Disability not listed
UnknownInformation refused
Information unknown
2010-11 2011-12 2012-13
No known disability 63% 66% 65%
Dyslexia 59% 58% 54%
Blind/partially sighted
56% 44% 100%
Deaf/hearing impairment
50% 65% 64%
Mental health difficulties
60% 62% 67%
Not known/not disclosed
53% 52% 52%
Other 57% 54% 65%
Total with Disability 57% 56% 64%
Recommendations
Colleges should: Continue to monitor and improve the success rates for all learners on part-time
ESOL programmes;
Consider further equality and diversity outcomes within ESOL programmes to ensure that specific groups are not disproportionately disadvantaged within ESOL provision;
Develop the ICT skills of all ESOL learners, to improve their access to learning;
…tracking of learner progression …takes account of learner success…; Engage more effectively with employers of large numbers of non-English speakers...
Support student associations to engage more proactively with ESOL learners, including those who study part-time.
