The Case for Increased Investment in ESOL

In this paper we provide an analysis of data from the 2021 Census and a literature review in order to ascertain whether investing in English language (ESOL) provision for adult learners makes economic sense. It looks at the Census data, relevant academic literature, and evidence from recent reports with regard to the economic case for investing in ESOL. There is a clear consensus within the literature that increased spending on ESOL is a worthwhile investment which stands to benefit the public purse and broader social cohesion.

We recommend that stakeholders working on ESOL:

• Ensure that the funding for ESOL and the conditions for funding are clear and sufficient for learners to achieve independence and employment. Of primary
  importance is the need for the policy and implementation to be informed by up-to-date research evidence and data on adult second language acquisition.
• Commission a cost-benefit analysis of investing in ESOL to determine the most effective investment strategies for targeting ESOL provision for learners to find
  employment and pay into the public purse.
• Funding models which incentivise employers to upskill the workforce, including through ESOL programmes should be considered.
• Different funding models are needed in further education to ensure colleges are not disincentivised from offering ESOL provision over Functional Skills English.
• Establish criteria to assess and monitor the impact of ESOL provision on learning, achievement, and progression to mainstream provision and employment. Review the effectiveness of delivery at regular intervals and make improvements where necessary.
• Produce and implement an ESOL policy which sets out strategic plans and targets for the delivery of ESOL in England. Cross-government coordination is key, considering the very many departments and organisations involved with aspects such as policy, standards, qualifications, delivery, funding, examinations, teacher training, audit, inspection and, lately, the mayoral combined authorities with the remit of Skills England regarding ESOL still to be established.
• Add an additional yes/no field marker to the individualised learning record (ILR) to identify learners whose first language is not English.