Read research about ways in which policy changes and initiatives have influenced the lives of ESOL learners and migrants in the UK.
E. and A. Williams for CfBT Education Trust (2007)
The report provides an overview of provision of English language teaching in the ESOL and EFL sectors and recommends the two should be amalgamated.
According to this CBI-EDI Education and Skills Survey, almost half of employers report problems with literacy, numeracy and employability skills in the workforce. Chapter 5 sets out the evidence for the need to improve these skills. In addition, the report identifies two other areas for development, the need for STEM (science, technology, engineering and maths) and foreign-language skills in chapters 9 and 12 respectively. While the report does not reflect on second language speakers and the contributions that they make to UK commerce and industry, the latter two areas are particular strengths for the EAL & ESOL target groups.
This document reviews the provision for vocational training for 14-19 year-olds. One of its key recommendations is that ‘post-16, English and Mathematics should be a required component of study programmes for those without good GCSEs in these subjects’.
Greater London Authority (2009)
This document sets out to define and implement the Mayor’s vision for refugee integration in London. The strategy will guide the implementation of this vision over the three-year period from 2009 to 2012.
Department for Business, Innovation and Skills (2011)
This Equality Impact Assessment examines the potential effects on adult learners participating in English for Speakers of Other Languages (ESOL) courses as a result of changes to policy concerning eligibility criteria for fee remission as set out within wider funding and structural reforms in Skills for Sustainable Growth and