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Implementing the New Approach to ESOL July 2009 Brief Overview

Implementing the New Approach to ESOL July 2009 Brief Overview. Contents . Vision, Objectives and Priority Groups Key Elements and Activities Funding Partners, Roles and Responsibilities Pathfinder Timeline and Contacts Annex. Vision, Objectives and Priority Groups. The vision .

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Implementing the New Approach to ESOL July 2009 Brief Overview

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  1. Implementing the New Approach to ESOL July 2009 Brief Overview

  2. Contents • Vision, Objectives and Priority Groups • Key Elements and Activities • Funding • Partners, Roles and Responsibilities • Pathfinder Timeline and Contacts • Annex

  3. Vision, Objectives and Priority Groups

  4. The vision • ‘To support individuals not currently engaging with or progressing in ESOL learning, in order to support their integration into society and the workplace, thus improving community cohesion’

  5. The objectives • To shift the mix and balance of provision and services towards locally identified priority ESOL learners • To allow local authorities more say over who has priority for ESOL funding • To facilitate greater access to learning for those suffering social exclusion • To support providers who are already working on this agenda to make change, and bring providers not fully engaged on-board

  6. Who is a priority? • Identified in ‘A New Approach to ESOL’* priority groups are defined as those where people: • Have poor or no English language skills • Are isolated from communities other than their own • Are under represented in learning provision • Are on the path to British citizenship, seeking to meet the English language and knowledge requirements • Have been granted refugee status * Published by department of University, Innovation and Skills in May 2009 – available at www.dius.gov.uk/esol

  7. Key Elements and Activities

  8. Local authorities to lead other local strategic partners: to identify and ‘prioritise’ local groups currently excluded from ESOL provision to consider gaps in current ESOL provision in terms of serving the identified groups to pull together all local funding and services to support the identified groups of learners and capture agreed way forward in a local action plan Support organisations and providers to make changes to their services to meet the needs of the identified groups of learners Elements to the “New Approach”

  9. Key Activities Pathfinders: Full roll out: • 32 local authorities will ‘fast-track’ the new approach by beginning work immediately • Workshops have been held with all pathfinder LAs to support a start to this work • Their experiences will used to inform wider roll-out across all LAs from September 2009. • From September 2009, • after the publication of the lessons learnt document, we expect all local authorities to begin work to identify excluded groups, identify key local partners in reaching these groups, and draw together a plan of action. • Workshops will be offered • to all LAs to support roll-out There are two parts to implementation:

  10. Funding

  11. Funding • The new approach seeks to bring together LSC, LA and other local funding sources, to produce a co-ordinated approach to funding ESOL for excluded groups • No additional funding is available for implementing the new approach. The LSC will remain responsible for allocating the current FE ESOL budget of around £300 million per annum as part of the Skills for Life budget • Public funding alone cannot be expected to meet all demand for English Language learning. Therefore prioritisation must happen allowing those who can pay to pay and focusing support on those most in need

  12. Funding (2) • Providers will still be expected to deliver ESOL to learners who demand it, outside of identified excluded groups. However those learners who are not an identified priority may need to wait for a place due to initial displacement as a result of the new approach • Current fee remission rules will continue to apply to LSC funding, with standard eligibility criteria for full fee remission remaining as set out in the LSC’s funding guidance.

  13. Partners, Roles and Responsibilities

  14. Partners • The key partners in implementing the “New Approach” include: • Local Authorities • LSC / SFA • Providers • Voluntary and Community Sector (VCS) • Job Centre Plus (JCP) • Other local strategic partners

  15. Local Authority: Roles and Responsibilities • Lead in bringing together key local partners • and stakeholders • Lead in the identification of priorities • With partners, ensure that all appropriate funding streams that can address the needs of the identified priority groups are considered and mobilised • With partners, produce an Action Plan • Work with the LSC and providers to agree how to drive up demand amongst priority learners and what changes can be made to provision to meet their needs for the 2010/11 academic year and beyond

  16. LSC/ SFA: Roles and Responsibilities • Implement the new approach to ESOL • Support local authorities in their key role • Continue to allocate the FE ESOL budget • Support LAs and providers to make changes to provision and influence through allocations and planning discussions with colleges and providers for 2010/11 and beyond • Develop clear communications to all key partners involved in making the new approach work

  17. Providers:Roles and Responsibilities • Work with LAs and LSC to ensure that provision is responsive to priority needs • Respond to locally identified gaps in provision • Develop collaborative engagement strategies • Ensure IAG services can appropriately identify and route priority learners • Deploy effective working partnerships with voluntary and community organisations

  18. Voluntary & Community Sector: Roles and Responsibilities • Participate in local discussions with LAs to identify excluded groups • Work with LAs and providers to support outreach and engagement • Actively facilitate engagement for example where cultural issues present barriers to learning and work

  19. Job Centre PlusRoles and Responsibilities • Many JCP clients have English language skills needs and their needs should be considered by local authorities and partners. • There is an expectation that there will often be an overlap between locally identified priority learners and JCP clients. JCP should feed the needs of their clients into local planning discussions. • JCP have a special role when employability or progression to employability is identified as an outcome in the local action plan.

  20. Local PartnersRoles and Responsibilities • Other interested partners should read ‘A New Approach to ESOL’*, which begins to explain the new approach with an over-view of roles and responsibilities • For further information, contact your local authority or LSC contact to find out what action is taking place in your area. • * Published by department of University, Innovation and Skills in May 2009 – available at www.dius.gov.uk/esol

  21. Pathfinder Timeline

  22. Pathfinder Timeline

  23. Contacts • For further information on the • New Approach to ESOL, you can: • Visit the LSC website at http://www.lsc.gov.uk/whatwedo/adultlearner/ • Visit the department of Business, Innovation and Skills webiste at: http://www.dius.gov.uk/esol • Contact your local LSC or Local Authority representative

  24. Annex

  25. Pathfinder List

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