Blog: Plugging the Skills Gap – Six ESOL Recommendations for Skills England
In this blog, we explore the importance of ESOL provision for plugging the skills gaps, and the vital actions that Skills England needs to take.
Skills are currently high on the new Government’s agenda. A key, but often overlooked, skill is English language proficiency. Indeed, this has been forecast as one of the most essential skills for the future labour market, with the National Foundation for Education Research placing it third among the skills predicted to see the greatest increase in use between 2020 and 2035.
According to the latest Census, one in three of those who report not speaking English well or at all are UK citizens. Many of these individuals have existing skills and experience in a wide range of areas, but a lack of English proficiency means their assets are going unrecognised and unutilised.
To help deliver the Government’s focus on “Skills for Growth”, it’s vital that Skills England does not overlook the contribution of second language speakers and in this blog, we look at what actions need to be taken.
1. Deliver ESOL policy that includes plans for the provision of work-related content
ESOL (English for Speakers of Other Languages) policy has lacked overall clarity and direction, particularly on work-related language training. To date, the funding has been characterised by stop/start initiatives, cuts, and changes to eligibility criteria and multiple funding streams.
While responsibility for the delivery of ESOL is increasingly devolved to local and regional level, there remains a need for an overarching vision, strategy, and plan for its future, including a policy that sets out plans and targets for the delivery of ESOL in terms of work-related content. Cross-government and regional coordination will be key, considering the many departments and devolved authorities involved.
2. Recognise the economic value of language learning
Of the more than one million people who do not speak English well or at all, 35% are UK citizens; individuals who are being held back from accessing opportunities and contributing fully to their communities, the economy, and UK society more generally.
Skills England should work with stakeholders to ensure that ESOL provision is a central plank of upskilling the existing labour force - speakers of English as a second or additional language (ESL) are an important source of labour and skills.
ESOL provision should be seen as a sound financial investment. As studies show, many speakers of ESL are already qualified professionals or skilled tradespeople, so do not require training beyond language support, and familiarisation with working culture in the UK. This can be expected to pay for itself over time once learners are in employment and paying taxes.
Research has shown the high level of skills and experience that many ESL speakers have, and the extent to which these are not being put to full use. Across the OECD*, for example, around half of all migrants and refugees already possess tertiary (degree level) qualifications. Those in employment are also more likely to be overqualified for their jobs than nationals of the host country. In the UK, research has also found that male immigrants are more likely to be over-qualified than UK-born employees, and this is linked to language proficiency.
*Organisation for Economic Co-operation and Development.
3. Ensure learners can reach the required language level
At the same time, changes are needed to current ESOL provision to ensure it equips learners with the skills they, and their prospective employers, need. ESOL provision should, firstly, enable learners to achieve the level of proficiency required for them to find employment and/or progress to further education.
changes are needed to current ESOL provision to ensure it equips learners with the skills they, and their prospective employers, need
The provision currently available does not help second language speakers to become sufficiently fluent in English to make these transitions: 85% of learners leave ESOL provision with Entry Level 1-3 qualifications, which is too low to successfully move on to mainstream vocational and educational provision and employment. At this level, learners may be unable to communicate effectively in speaking and writing; for example, to understand explanations and follow instructions.
4. Ensure ESOL provides the skills needed for the workplace
The current ESOL core curriculum is also too narrowly focused on language for family and home which, while important, does not assist in upskilling otherwise skilled workers in the relevant language needed to fill skills gaps (e.g., language for healthcare or construction).
At the local level, there is an increasing focus on filling skills gaps with people who may have the right skills but not the right language. Skills England and its partners should work with Ofqual to develop Entry Level to Level 2 ESOL standards which incorporate language for work and further study, and with providers to construct curricula that enables learners to acquire sector-specific language. They should also extend the focus on basic skills to include the delivery of ESOL alongside literacy and maths. Discover our ESOL Qualifications and Curriculum Review.
5. Provide effective careers advice and guidance
Job hunting can be challenging for anyone, but particularly for ESL speakers who are still learning the language or may be used to very different recruitment practices. This was highlighted in our recent interview blog with Andy, a participant in Refugee Action’s Pathways to Work programme, who initially struggled with the “cultural difference in the working environment between the UK and Asia”.
It is essential for providers to offer careers advice and guidance tailored to the needs of ESL speakers.
6. Address the data gap on ESOL learners
To put all of these recommendations into action effectively, we need data on ESOL learners, which we are currently severely lacking. So much so that Government departments, Ofsted, FES (further education and skills) providers, funding bodies and the mayoral combined authorities do not have a full picture of the courses second language speakers enrol on, whether they stay or leave prematurely, and what their destinations are.
This could be simply and practically addressed through the introduction of a marker in the individualised learning record (ILR)
This could be simply and practically addressed through the introduction of a marker in the individualised learning record (ILR) to collect information across all FES provision types on learners who do not speak English as their first language. And by making this data available nationally, regionally, and locally, Skills England, Government departments, Ofsted and funding bodies will be able to monitor the quality and impact of ESOL provision and put in place sector-specific language training. Find out more about our recommendations on the ILR.
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The creation of Skills England is an opportunity to radically rethink how we approach skills, and it is vital that ESOL is central to this. ESOL is the key to unlocking the wide ranging, but hitherto untapped, skills of so many ESL speakers, benefitting ESL speakers themselves, our communities, and the UK economy.
