Review of ETB ESOL Provision and Initial Language Assessment for Low-Skilled and Unemployed Migrants - March 2018

Sep 18, 2026

Review of ETB ESOL provision and initial language assessment for low-skilled and unemployed migrants outlines recommendations for good practice at NFQ levels 1-3 in ETBs. The report analyses ESOL learner profiles, demand, entry competency levels, curriculum and provision types, staffing and continuous professional development, and assessment and accreditation approaches. It situates language provision within Irish integration policy, benchmarks language standards, and synthesizes conclusions plus recommendations. It also includes survey responses, assessment tools, and a list of acronyms.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages72

Reading Time3 h 1 min

AccessFree to download

Introduction

Section One Rationale for Review and Research Background

Section One Conclusions and Recommendations

Section Two ESOL Learners

Section Two Conclusions and Recommendations

Section Three Provision and Curriculum

Section Three Conclusions and Recommendations

Section Four Assessment and Accreditation

Section Four Conclusions and Recommendations

Section Five Staffing

Section Five Conclusions and Recommendations

Conclusions and Summary of Recommendations

References

Appendix One Copy of ETB Survey

Appendix Two Assessment Tools

List of Acronyms

English language provision and language assessment for low-skilled and unemployed migrants . Recommendations for good practice at NFQ levels 1-3 in ETBs learning works Contents Introduction 1 Section One Rationale for Review and Research Background 2 Policy Background 3 Integration Policy 4 Why should Ireland invest in English Language Provision? 5 Irish Literature Review 5 International Research Studies 6 Language Standards or Benchmarks 6 Where does Language Provision for Migrants Sit? 7 Organisational Infrastructure 7 Demand for Provision, Funding and Eligibility Criteria 8 Duration of Provision 8 Language Competency Requirements for Citizenship 9 Section One Conclusions and Recommendations 10 Section Two ESOL Learners 12 Introduction 12 ESOL Learners’ Background 13 Number of ETB ESOL Participants 13 Demand for ESOL Provision 15 Levels of Language Competency on Entry to ETB ESOL Provision 16 ESOL Literacy 17 ESOL Learners’ Target Group, Age, Economic and Education Profiles 17 PLSS Learner Database 21 Section Two Conclusions and Recommendations 21 Section Three Provision and Curriculum 22 Introduction 22 Recruitment 23 Programme Enrolments and Eligibility Criteria 24 Range and Type of Provision 26 Adult Refugee Programme 26 Duration of Provision 27 Curriculum Development and TechnologyEnhanced Learning 27 Work Related Provision 28 Social Inclusion 29 Programme Evaluation 30 Persistence and Progression 30 Integrated Provision 31 Strategic Planning 32 Section Three Conclusions and Recommendations 32 Section Four Assessment and Accreditation 34 Introduction 34 Survey Responses on ESOL Initial Assessment 35 Formative Assessment 36 Initial Assessment Issues Raised during Consultation Process 36 Accreditation 37 Accreditation Issues Raised during Consultation Process 38 Section Four Conclusions and Recommendations 39 Section Five Staffing 40 Introduction 40 Current ESOL Staffing Levels in ETBs 41 Staff Qualifications 42 Staffing Issues Raised during Consultation Process 42 Continuous Professional Development for ESOL 42 Local Planning 43 Section Five Conclusions and Recommendations 43 Conclusions and Summary of Recommendations 44 References 47 Appendix One Copy of ETB Survey 52 Appendix Two Assessment Tools 57 List of Acronyms 63 Review of ETB ESOL provision and initial language assessment for low skilled and unemployed migrants. / March 2018 iii Acknowledgements This review was undertaken by Mary Kett on behalf of ETBI and SOLAS. ETBI and SOLAS acknowledge the high level of engagement and support from ETB stakeholders in the development of this report, with contributions from staff across all 16 ETBs: — Tutors — Resource Workers — Adult Literacy Organisers — ESOL Coordinators — Project Coordinators — Management The National Literacy and Numeracy Advisory Committee, NALA and QQI also provided input. ESOL is provided under the National Adult Literacy Programme. The National Adult Literacy Programme is co-funded by the Irish Government and the European Social Fund as part of the ESF Programme for Employability, Inclusion and Learning 2014-2020 Foreword Irish society is becoming increasingly diverse with migrants from a range of cultural, social and educational backgrounds coming to live in Ireland. Developing English language skills is vital in enabling non-English speaking migrants and their families to fully participate in all spheres of Irish life. While many migrants coming to Ireland are well educated and skilled, there is also a significant number of migrants with lower standards of education who require English Language tuition. Goal two of the Further Education and Training Strategy 2014-2019 focusses on Active Inclusion and includes the Adult Literacy and Numeracy Strategy, one element of which is to provide a clear policy for the pr

FAQs

What is the purpose of the review at NFQ levels 1-3 in ETBs?

To outline recommendations for good practice in ESOL provision and to address initial language assessment for low-skilled and unemployed migrants entering ETB ESOL.

Which main aspects does the report cover regarding ESOL provision?

It covers ESOL learners and target groups, the provision and curriculum, assessment and accreditation, staffing and continuous professional development, and organisational infrastructure and demand.

How is ESOL positioned within Irish policy and integration goals?

The report links developing English language skills to successful integration and to Ireland’s further education and training strategy, including Active Inclusion and the Adult Literacy and Numeracy strategy.

Sep 18, 2026

Uploaded by Bill Black