This document summarizes recent policy developments affecting English for Speakers of Other Languages (ESOL) provision for unemployed learners in England and their implications. Key points include: new funding arrangements and qualifications starting in 2013-2014; increased conditionality for unemployment benefits requiring ESOL training; emphasis on progressing learners to Functional Skills English and GCSEs; and implications for providers including potential increased demand and pressure on budgets.

1. #esolshoestring @alexsNIACE
ESOL for unemployed learners:
recent developments and their
implications
Stuart Hollis
Alex Stevenson, Senior Project Officer
alex.stevenson@niace.org.uk

2. It’s all change – well, sort of…
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New funding arrangements for 13/14
Skills conditionality and Universal Credit
(UC) affecting unemployed learners
Policy emphasis on Functional Skills and
GCSE English Language

3. •
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New Knowledge of Language and Life in
the UK (KoLL) requirements from 28th Oct
2013
New ESOL qualifications from Sept. 2014

4. The Policy Context
Source: Skills Funding Statement 2012 – 2015 (BIS/SFA, Dec. 2012)

5. SFA Funding
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Transitional funding whilst new ESOL
qualifications are developed on the QCF
Providers’ ESOL income guaranteed for
13/14

6. •
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‘non-regulated’ learning aims are still
funded (pre-entry to Level 2)
Issue in L1/L2 full qualifications around the
replacement for the Adult Literacy test –
delays putting on LARA

7. Job Outcome Payments
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Reduces disincentive if an unemployed
learner leaves the course early to start a job
50% of the achievement payment (20%)
Providers will be able to record an
employment outcome in the ILR

8. •
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To be eligible, the job must be for more
than 16 hours a week, for 4 weeks in a row
Requires a declaration from the learners
that they have stopped claiming
unemployment related benefits and have
entered work

9. Skills Conditionality
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Increased conditionality regime for JSA has
become part of the ESOL landscape
Many providers have adapted and reorganised some or all of their provision in
response, and increased partnership
working with JCP

10. •
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NIACE ran ‘ESOL and Employability’
workshops nationally Jan – March 2013
‘ESOL Toolkit’ for JCP advisers produced

11. ESOL and Employability
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Partnership working critical
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JCP awareness of ESOL provision and issues
More effective referral processes
Could assist with learner outcomes
Programme planning more effective where
given priority by senior management

12. •
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Concern about the implications for those not
in a position to work but who need ESOL
NIACE hopes to share some good practice
models

13. Universal Credit (1)
•
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Combines an array of working age benefits
into a single, means-tested benefit for those
both in and out of work
Intended to ensure that claimants are better
off in work

14. •
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Currently piloted in Tameside, Greater
Manchester
6 further pilots to commence October 2013,
including Hammersmith
Roll out by 2017

15. Universal Credit (2)
•
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Eligibility for SFA funding basically similar
existing JSA arrangements, no ‘16 hour
rule’
Claimants mandated to skills training where
identified as a barrier (increased sanctions)

16. •
•
Screened and referred as a matter of
course where language needs identified
If mandated, eligible for full funding even if
belong to a UC group only currently eligible
at provider’s discretion

17. Implications for Providers
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Increased referrals from JCP and potentially
other sources e.g. housing providers
NIACE understands that JCP will expect
more intensive provision (“full time”?)

18. •
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Focus on Speaking and Listening,
employability skills and job search skills
Demand for provision to support budgeting
skills and on-line UC claims
Increased pressure on Adult Skills budget,
staffing and accommodation

19. New KoLL Requirements
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From 28th October 2013, learners will have
to demonstrate spoken language skills at
B1 (ESOL Entry 3) and pass the Life in the
UK test
No longer the requirement for the course to
be delivered by an accredited provider

20. •
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Learners will have to stay in provision
longer to achieve E3 Speaking and
Listening
Concerns about length of time needed for
study and level required

21. Pressure on the Adult Skills
Budget
•
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Skills conditionality / UC – more referrals
Increased intensiveness of provision
Demand for other provision in preparation
for UC e.g. budgeting, digital access skills

22. •
•
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New KoLL requirements
Adult Skills budget reduced and potential for
other capacity issues
Providers have flexibilities – but are some
types of learning (and learners) being
pushed out?

23. Policy Emphasis on FS and
GCSE

24. ESOL and Functional Skills
English
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Relationship of ESOL to Adult Literacy –
linked, but distinct in many respects
Long-standing concerns about the use of
inappropriate assessment in ESOL i.e. the
Adult Literacy test

25. •
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New forms of multilingualism mean that
distinctions between ESOL and English are
not always clear (for learners or providers)
ESOL learners are already accessing FS –
e.g. 16 – 19, WBL, funding purposes

26. New NIACE Work
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Commissioned by BIS to look at
ESOL learners’ progression to
FS English and GCSE English
language
Call for information until 9th Dec
2013
http://bit.ly/18e0OGh

27. Towards a ‘New Curriculum for
Difficult Times’?
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NIACE report on work by ACL providers –
‘A New Curriculum for Difficult Times’
Smarter use of available resources to
address language, literacy, digital literacy,
financial literacy, citizenship needs

28. Adult Learners’ Week
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Nominations are open ...
Individuals, projects and employers
Awards take place in June 2014
www.alw.org.uk

29. NIACE ESOL Publications
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Review of
ESOL titles and
formats
Call for
contributors
and writers
Support
available – get
in touch!