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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.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/review-of-etb-esol-provision-and-initial-language-assessment-for-low-skilled-and-unemployed-migrants-march-2018/294815/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/review-of-etb-esol-provision-and-initial-language-assessment-for-low-skilled-and-unemployed-migrants-march-2018/294815.png","ImageObject",300,407,{"name":92,"@type":93},"Bill Black","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-09-18",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the review at NFQ levels 1-3 in ETBs?","Question",{"text":112,"@type":113},"To outline recommendations for good practice in ESOL provision and to address initial language assessment for low-skilled and unemployed migrants entering ETB ESOL.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which main aspects does the report cover regarding ESOL provision?",{"text":117,"@type":113},"It covers ESOL learners and target groups, the provision and curriculum, assessment and accreditation, staffing and continuous professional development, and organisational infrastructure and demand.",{"name":119,"@type":110,"acceptedAnswer":120},"How is ESOL positioned within Irish policy and integration goals?",{"text":121,"@type":113},"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.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},294815,1789706198,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},24189269381491,"https://ap-avatar.wpscdn.com/avatar/160000cf11732dd8392?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788146458752108895","English language provision and language assessment for low-skilled and unemployed migrants .  \nRecommendations for good practice at NFQ levels 1-3 in ETBs  \nlearning works  \nContents  \nIntroduction 1  \nSection One Rationale for Review  \nand Research Background 2  \nPolicy Background 3  \nIntegration Policy 4  \nWhy should Ireland invest in English  \nLanguage Provision? 5  \nIrish Literature Review 5  \nInternational Research Studies 6  \nLanguage Standards or Benchmarks 6  \nWhere does Language Provision for  \nMigrants Sit? 7  \nOrganisational Infrastructure 7  \nDemand for Provision, Funding and  \nEligibility Criteria 8  \nDuration of Provision 8  \nLanguage Competency Requirements  \nfor Citizenship 9  \nSection One Conclusions and  \nRecommendations 10  \nSection Two ESOL Learners 12  \nIntroduction 12  \nESOL Learners’ Background 13  \nNumber of ETB ESOL Participants 13  \nDemand for ESOL Provision 15  \nLevels of Language Competency on  \nEntry to ETB ESOL Provision 16  \nESOL Literacy 17  \nESOL Learners’ Target Group, Age,  \nEconomic and Education Profiles 17  \nPLSS Learner Database 21  \nSection Two Conclusions and  \nRecommendations 21  \nSection Three Provision and Curriculum 22  \nIntroduction 22  \nRecruitment 23  \nProgramme Enrolments and Eligibility Criteria 24  \nRange and Type of Provision 26  \nAdult Refugee Programme 26  \nDuration of Provision 27  \nCurriculum Development and TechnologyEnhanced Learning 27  \nWork Related Provision 28  \nSocial Inclusion 29  \nProgramme Evaluation 30  \nPersistence and Progression 30  \nIntegrated Provision 31  \nStrategic Planning 32  \nSection Three Conclusions and  \nRecommendations 32  \nSection Four Assessment and Accreditation 34  \nIntroduction 34  \nSurvey Responses on ESOL Initial  \nAssessment 35  \nFormative Assessment 36  \nInitial Assessment Issues Raised  \nduring Consultation Process 36  \nAccreditation 37  \nAccreditation Issues Raised during  \nConsultation Process 38  \nSection Four Conclusions and  \nRecommendations 39  \nSection Five Staffing 40  \nIntroduction 40  \nCurrent ESOL Staffing Levels in ETBs 41  \nStaff Qualifications 42  \nStaffing Issues Raised during  \nConsultation Process 42  \nContinuous Professional Development  \nfor ESOL 42  \nLocal Planning 43  \nSection Five Conclusions and  \nRecommendations 43  \nConclusions and Summary  \nof Recommendations 44  \nReferences 47  \nAppendix One Copy of ETB Survey 52  \nAppendix Two Assessment Tools 57  \nList of Acronyms 63  \nReview of ETB ESOL provision and initial language assessment for low skilled and unemployed migrants. / March 2018 iii  \nAcknowledgements  \nThis review was undertaken by Mary Kett on behalf of ETBI and SOLAS.  \nETBI and SOLAS acknowledge the high level of engagement and support from ETB  \nstakeholders in the development of this report, with contributions from staff across all 16 ETBs:  \n— Tutors  \n— Resource Workers  \n— Adult Literacy Organisers  \n— ESOL Coordinators  \n— Project Coordinators  \n— Management  \nThe National Literacy and Numeracy Advisory Committee, NALA and QQI also provided input.  \nESOL 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  \nForeword  \nIrish 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.  \nGoal 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","cbCaipKt3vyV78zV","https://ap.wps.com/l/cbCaipKt3vyV78zV","pdf",4345516,72,"English","# Introduction\n# Section One Rationale for Review and Research Background\n## Section One Conclusions and Recommendations\n# Section Two ESOL Learners\n## Section Two Conclusions and Recommendations\n# Section Three Provision and Curriculum\n## Section Three Conclusions and Recommendations\n# Section Four Assessment and Accreditation\n## Section Four Conclusions and Recommendations\n# Section Five Staffing\n## Section Five Conclusions and Recommendations\n# Conclusions and Summary of Recommendations\n# References\n# Appendix One Copy of ETB Survey\n# Appendix Two Assessment Tools\n# List of Acronyms","[{\"question\":\"What is the purpose of the review at NFQ levels 1-3 in ETBs?\",\"answer\":\"To outline recommendations for good practice in ESOL provision and to address initial language assessment for low-skilled and unemployed migrants entering ETB ESOL.\"},{\"question\":\"Which main aspects does the report cover regarding ESOL provision?\",\"answer\":\"It covers ESOL learners and target groups, the provision and curriculum, assessment and accreditation, staffing and continuous professional development, and organisational infrastructure and demand.\"},{\"question\":\"How is ESOL positioned within Irish policy and integration goals?\",\"answer\":\"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.\"}]","Review of ETB ESOL Provision and Initial Language Assessment for Low-Skilled and Unemployed Migrants - March 2018 | PDF",181]