This project will deliver a community-based project which follows an SLSL approach to enhance the employability prospects of refugees by improving their language skills and understanding of Scottish/UK work culture in order to become more self-sufficient and to decrease the risk of poverty.
New Scots reached
35
Key Information
Part of the Supporting New Scots Project, and part funded by the European Union Asylum, Migration and Integration Fund, this project
delivered a community-based design that followed an SLSL approach to enhance the employability prospects of refugees.
This was done by:-
● Establishing and improving people’s English language skills and developing an understanding of Scottish/UK work culture
● Supporting participants to become more self-sufficient, more confident and, therefore, decreasing the risk of poverty.
Key Information
Geographical reach
Glasgow city
Dates
April 2023 – November 2023
Target Groups
Refugees
Project Type
We ran two separate groups for up to 20 learners in total twice per week (at 2 hours each) over the course of 4 weeks each time during a period of 28 weeks. This meant, we could support up to 10 individuals in each group for 4 weeks, each time, in order to give everyone the necessary support and attention that they needed; there were 7 blocks of these 4 weeks courses. Participants met twice per week as a group with the same teacher and improved their employability skills, e.g. CV writing, operating job search engine options, office software use, online communication platforms, job interviews. Working with a small number of learners allowed us to consider individual linguistic and employability requirements so that learners felt a personal benefit. We wanted to ensure high quality outcomes rather than mediocre support for large numbers. We considered this vital for a positive and fruitful completion of the learning process which enabled and will enable participants to move forward and to achieve their employability and integration goals. It also allowed learners to come together as a support and learning network which continued for some once they had completed the 4 weeks learning experience.
Situation
In our budget we had included costs to cover PVG memberships, food and hygiene certificates and barista trainings for those who would be interested in these fields of employment and functioned as valuable additions to CVs; these trainings were all be completed in house under supervision and with support from our teaching staff.
All of these certificates are in general beneficial for various employment opportunities, often in combination.
We hired additional laptops so participants could work effectively and independently on CVs and job applications.
We also organised talks from other agencies who elaborated on HR matters and employment options directly to the participants so these could further discuss individual circumstances in more detail.
Involvement of New Scots in project
We ran two separate groups for up to 20 learners in total twice per week (at 2 hours each) over the course of 4 weeks each time during a period of 28 weeks.
This meant, we could support up to 10 individuals in each group for 4 weeks, each time, in order to give everyone the necessary support and attention that they needed; there were 7 blocks of these 4 weeks courses.
Participants met twice per week as a group with the same teacher and improved their employability skills, e.g. CV writing, operating job search engine options, office software use, online communication platforms, job interviews.
Working with a small number of learners allowed us to consider individual linguistic and employability requirements so that learners felt a personal benefit. We wanted to ensure high quality outcomes rather than mediocre support for large numbers.
We considered this vital for a positive and fruitful completion of the learning process which enabled and will enable participants to move forward and to achieve their employability and integration goals.
It also allowed learners to come together as a support and learning network which continued for some once they had completed the 4 weeks learning experience.
Impact
Participants connected well with others, they improved their language skills and are now better prepared for employability.
Our budget included costs to cover PVG memberships, food and hygiene certificates and barista training sessions for those who were interested in these fields of employment.
They functioned as valuable additions to CVs. In a few cases, we converted some of the hygiene certificates into other online training sessions as requested by the learners; this did not impact on the total amount spent on courses.
Participants were enthusiastic to complete these certificates which were all supervised and conducted in-house with a teacher for language support when needed.
Participants valued the long term benefit of having additional certificates enabling better changes of finding employment and the geographical flexibility these offered as they can be used anywhere in the UK, except the PVG which is Scotland specific.
Challenges encountered
- Potential barrier/challenges for project delivery: as expected, Ukrainians were the largest group of participants.
- Homogeneous group sometimes do not progress so quickly as they can rely on support from others who speak their language and/or share their cultural settings
- English language skills were very basic in many or non existent, with a complete lack of business English skills in all lack of more efficient
- English beginners/intermediate provision for individuals to attend outside our project based on their location, days, times very little social life/networking out with the same cultural group/heritage trauma, how to address this if it presents itself within an employability project question on how to continue learning after project completion varied cultural differences in and expectations from learners.
- Very little sharing of information/communication between providers of support, too much reliance on individuals connecting with the right organisations.
- Little evidence of linking up different services between agencies.
- Childcare was an issue for some, lack of close network/family members to support.
- Living situation did not support language skills improvement/integration Ukrainians travelling back and forth to Ukraine two tier system for Ukrainians and other refugees/people seeking asylum can cause upset and confusion.
- How to support retraining, missing documents, educational background differences, references Employment skills not automatically transferrable for many professions
- Lack of work experience in the UK seems to be one of the biggest obstacle for many
- The prospects of seeking and finding employment as a woman
- Self employment might be a better option for some, how to access support for this Inexperience among employers to fully understand what it means to be a refugee (trauma, confidence issues, family situations, language skills) Job centres not well informed about options through funding.
Solutions
More networking and sharing of information is necessary.
More training also for UK employers to understand the difficulties.
More ESOL and employability projects needed that combine general UK life skills.
Within our network, we are connected with other providers of ESOL or employability matters. This allowed us to share details of our project with numerous organisations in Glasgow (e.g. padlet option on Glasgow ESOL Forum’s website).
All information was available through all our social media channels, and job centres were also made aware about options.
We found that participants shared the details of the programme with their networks and communities.
Participants with lower levels of English were particularly keen to recommend it to their friends and acquaintances, as a place where those with lower levels of English were accommodated well.
This was also related to the reality that two of the teachers are Russian speakers, and were, therefore, able to talk to particularly Ukrainian learners whose English was of a beginner/elementary level, and support them effectively with the employability aspects of the programme.
The positive aspects of taking on a new approach (innovative)/How the project has expanded on existing examples of good practice (good practice)
In delivering this project, we found the key impacts on us as an organisation to be:
● We are continuing our work with the SCQF to look at having our course accredited. This means that participants will have formal recognition within the Scottish qualifications framework for their learning.
● We have trained staff further in trauma-informed teaching, as this is essential when working with groups with backgrounds of various type of trauma.
● We are looking into the options of training staff to become IELTS examiners as we more aware of the backlog in assessing individuals so they can move forward within (higher/further) education.
● We are currently seeking further funding in order to be able to offer more provision for this demographic. As there is no clear progression pathway, there is nowhere directly to signpost students to as an appropriate and suitable way to build on their progress. Further language provision for them is essential.
● We will continue to try and fund projects for people in need of opportunities to socialise and network in order to avoid isolation and risk of poverty
Reflections
In delivering this project, we have now determined how we want to move forward with regard to our experiences, our improved knowledge and developing further similar support.
As a result, we are continuing our work with the SCQF to look at having our developed employability and language support course accredited.
This means that participants would receive formal recognition within the Scottish qualifications framework for their learning.
Part of this course will see staff trained further in trauma-informed teaching, as this is essential when working with groups with backgrounds of various type of trauma.
We are looking into the options of training staff to become IELTS examiners as we more aware of the backlog in assessing individuals so they can move forward within (higher/further) education.
We are currently seeking further funding in order to be able to offer more provision for this demographic. As there is no clear progression pathway, there is nowhere directly to signpost students to appropriate and suitable ways to build on their progress. Further language provision for them is essential.
We will continue to try and fund projects for people in need of opportunities to socialise and network in order to avoid isolation and risk of poverty.
Further Information
Contact
Contact:
Michele Gordon
Address:
7 Keith Street
Glasgow
G11 6QQ
Telephone:
Adult classes: 07505 144 476 Children’s classes: 07505 144 476
