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Mike Mayor: Creating a Proficiency Framework for the Workplace
- 1. Creating a proficiency frameworkfor the workplace Image by Lucy Vigrass Mike Mayor Director, Global Scale of English
- 2. Global Scale ofEnglish 2006 • Work started on the development of the Global Scale of English - a scale from 10-90 to measure proficiency on the Pearson Test of English Academic (PTE-A) 2012 • Work started on the development of the Global Scale of English Learning Objectives for Adult Learners - extending the CEFR set of Can Do descriptors for English 2014 • Pearson commissioned some research (with LinkedIn) around the skills employers were looking for
- 3. What are employerslooking for?
- 4. What are employerslooking for?
- 5. What are employeeslooking for?
- 6. The future ofEnglish in the EU: 2025 and beyond 2018 British Council launched a report on the future of English in the EU in 2025 and beyond They interviewed 62 experts from 6 countries (France, Greece, Italy, Poland, Portugal, Romania Spain) Experts from: • Mainstream education • Private ELT market • Employers and organisations representing commerce and trade • Digital developers of language products • Linguists and language teaching experts www.britishcouncil.org
- 7. The future ofEnglish in the EU: 2025 and beyond Key Findings • The total number of potential English language learners in parts of the EU is set to fall by 15.3 million by 2025. • English will continue to the be the lingua franca in the European Union. • Employers will continue to need employees who have high level English skills, including for specific tasks, such as negotiations, solving logistical problems, or presenting a new strategy. • Adults will need ‘top-up’ tuition throughout their working life, as they move between different industries and roles. • Working adult learners will increasingly want flexible, personalised, purpose specific and time efficient learning. • Demand for regular evening or weekend courses that run over many months will decrease. www.britishcouncil.org
- 8. The future ofEnglish in the EU: 2025 and beyond Key Findings • The total number of potential English language learners in parts of the EU is set to fall by 15.3 million by 2025. • English will continue to the be the lingua franca in the European Union. • Employers will continue to need employees who have high level English skills, including for specific tasks, such as negotiations, solving logistical problems, or presenting a new strategy. • Adults will need ‘top-up’ tuition throughout their working life, as they move between different industries and roles. • Working adult learners will increasingly want flexible, personalised, purpose specific and time efficient learning. • Demand for regular evening or weekend courses that run over many months will decrease. www.britishcouncil.org
- 9. English for employability: buildinga framework
- 10. Don’t we alreadyhave a framework? Publishers of Business English exams all have correlations with CEFR BUT CEFR focusses mainly on general English – with the workplace as one domain of language use
- 11. The future ofEnglish in the EU: 2025 and beyond Many employers interviewed were not using the well-established global certificates of English proficiency but instead were using in- house testing or third-party testing when recruiting. HR managers said that even high-level qualifications did not always guarantee fluency or the ability to use English in different work-related contexts, so this was tested as part of the recruitment process. This is not to suggest that employers do not value accreditation and certificates, but at this point they are not developed to test the language skills in contexts that matter to employers.
- 12. The future ofEnglish in the EU: 2025 and beyond Many employers interviewed were not using the well-established global certificates of English proficiency but instead were using in- house testing or third-party testing when recruiting. HR managers said that even high-level qualifications did not always guarantee fluency or the ability to use English in different work-related contexts, so this was tested as part of the recruitment process. This is not to suggest that employers do not value accreditation and certificates, but at this point they are not developed to test the language skills in contexts that matter to employers.
- 13. Global Scale ofEnglish for Professional English 2015 • Development started on a set of learning objectives specifically targeting teachers of English for the workplace - GSE Learning Objectives for Professional English
- 14. Defining what alearner “can do” at specific levels of the Global Scale of English Pearson Learning Objectives database 4243 Can ….. Can ….. Can ….. Can ….. Can ….. Additional review & revision required Creating Learning Objectives Syllabuses Course materials National curricula CEFR CEFR Sources Learning objectives Workshops with expert raters (teachers) from around the world + online surveys 44 Can ….. Can ….. Can ….. Can …..
- 15. GSE Learning Objectivesfor Professional English
- 16. The Global Scaleof English solution
- 17.
- 18. GSE resources forteachers English.com/gse
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- 20. I can selectthe type of learner I am teaching: Learners of General English Learners of Academic English Learners of Professional English Young Learners I can select the level of my class by moving the slider to select a GSE range or a CEFR level Identifying appropriate learning objectives I can select the type of learner I am teaching: Learners of General English Learners of Academic English Learners of Professional English Young Learners I can select the level of my class by moving the slider to select a GSE range or a CEFR level I can select the skill I want to teach: Reading Writing Listening Speaking
- 21. 21 I select Learnersof Professional English I select the level (CEFR B2+/ GSE 67-7) I select the skill Identifying appropriate learning objectives
- 22. 22 Identifying appropriate learningobjectives I select Speaking
- 23. Identifying appropriate learningobjectives I have 71 learning objectives to chose from
- 24. The future ofEnglish in the EU: 2025 and beyond Even in countries where general English proficiency is high, moving from general English to industry/sector-specific English, with linguistic confidence for activities such as giving presentations, negotiating, participating in international conference calls, networking at events etc. is challenging.
- 25. Targeting specific businessskills European Commission (2015) Study on Foreign Language Proficiency and Employability.
- 26. 26 Identifying appropriate learningobjectives for specific business skills Select a specific business skill
- 27. 27 For example, meetings Identifyingappropriate learning objectives for specific business skills Select a specific business skill
- 28. 28 For example, dealingwith customers Identifying appropriate learning objectives for specific business skills Option to drill down to specific sub-skills
- 29. 29 Identifying appropriate learningobjectives for specific business skills 57 appropriate learning objectives for B1+ and above I can download and print off my search results
- 30. 30 Identifying appropriate learningobjectives for specific business skills I can select and print off all the learning objectives I can select the specific learning objectives I want to cover in a course/year
- 31. Identifying appropriate learningobjectives I can use the QR code to scan the results to my phone/portable device
- 32. Aligning job tasksto language skills Phase 1: Development
- 33. The future ofEnglish in the EU: 2025 and beyond With a larger proportion of the adult population having some proficiency in English in future, it is likely that the demand for “top- up” tuition or refresher courses throughout life will rise. Many providers in mature markets (eg. Spain and Portugal) are already seeing a demand for short, sharp courses from adults who need English for a specific work or family reason and a decline in the adult beginner market.
- 34. The future ofEnglish in the EU: 2025 and beyond With a larger proportion of the adult population having some proficiency in English in future, it is likely that the demand for “top- up” tuition or refresher courses throughout life will rise. Many providers in mature markets (eg. Spain and Portugal) are already seeing a demand for short, sharp courses from adults who need English for a specific work or family reason and a decline in the adult beginner market.
- 35. Job tasks &GSE Learning Objectives
- 36.
- 37.
- 38. Job tasks: Identifyinglearning objectives Monitor, record, and report symptoms or changes in patients' conditions. Can record the details of project-related actions and results in a log. Modify patient treatment plans as indicated by patients' responses and conditions Can ask open-ended questions to better understand the specific details of a problem. Direct or supervise less-skilled nursing or healthcare personnel or supervise a particular unit. Can give a clear, detailed spoken description of how to carry out a procedure. Hand items to surgeons during operations. Can understand detailed instructions well enough to be able to follow them without making mistakes.
- 39. 39 Identifying appropriate learningobjectives for specific jobs Select a specific job role Select Professional Learner
- 40. 40 Identifying appropriate learningobjectives for specific jobs Select a job family Select a specific job role
- 41. 41 63 appropriate learning objectivesfor nurses Identifying appropriate learning objectives for specific jobs
- 42. Aligning job tasksto language skills Phase 2: Validation
- 43. Validation with teachers •Validation by ESP teachers of the mapping of GSE Learning Objectives to Job Tasks • 41 reviewers were selected based on experience of specific industries • 4 jobs for each of 5 industries were used for this validation phase • Accounting & Finance • Sales & Marketing • Hospitality & Tourism • Healthcare • Engineering & IT • Raters were asked to look at 35-55 Job Task/Learning Objective pairs and rate them as Appropriate or Not Appropriate • Target: 80%+ Appropriate
- 44. Industry Job Overallagreement - All Tasks/GSE Pairs (%) Raters (#) Accounting and Finance Bookkeeping, Accounting, and Auditing Clerks 96% 13 Accountants 87% 13 Financial Analysts 97% 12 Sales and Marketing Retail Salespersons 95% 12 Marketing Managers 97% 12 Advertising Sales Agents 95% 12 Hospitality and Tourism Tour Guides and Escorts 89% 11 Waiters and Waitresses 92% 14 Lodging Managers 95% 11 Healthcare Dental Hygienists 91% 16 Licensed Practical and Vocational Nurses 95% 13 Family and General Practitioners 95% 12 Engineering and Information Technology Computer Network Support Specialists 87% 13 Information Technology Project Managers 96% 12 Software Developers - Applications 97% 14 Validation with teachers
- 45. Validation with industry– Next Phase • Research with HR and Training Managers to validate the Job Profiles against recruitment criteria • Full report available to download from English.com/gse
- 46. Recognition for GSE CEFRCompanion Volume • Additional descriptors for “Mediation” • Introduction of a level “Pre-A1” • Inclusion of 50 GSE Learning Objectives • Available to download from the Council of Europe website (www.coe.int) EAQUALS Accreditation • GSE is recognised as an approved source of the learning objectives that need to be demonstrated as part of the accreditation process
- 47. There’s so much moreto learn Find out more about us at english.com/gse
Editor's Notes
- #3 Extending the CEFR – a more even distribution of learning objectives across the levels and skills
- #4 Employers tend to ask for an internationally recognised exam as part of the English Language requirements
- #7 Employers tend to ask for an internationally recognised exam as part of the English Language requirements
- #8 Employers tend to ask for an internationally recognised exam as part of the English Language requirements
- #9 Employers tend to ask for an internationally recognised exam as part of the English Language requirements
- #10 Discuss with partner
- #12 Employers tend to ask for an internationally recognised exam as part of the English Language requirements
- #13 Employers tend to ask for an internationally recognised exam as part of the English Language requirements
- #14 Extending the CEFR – a more even distribution of learning objectives across the levels and skills
- #15 Mike
- #16 Check from previous slide. Point out the language used to describe a pro objective. Also the sources for the descriptors.ç And the granularity of the scale.
- #19 Extending the CEFR – a more even distribution of learning objectives across the levels and skills
- #25 Employers tend to ask for an internationally recognised exam as part of the English Language requirements
- #34 Employers tend to ask for an internationally recognised exam as part of the English Language requirements
- #35 Employers tend to ask for an internationally recognised exam as part of the English Language requirements
- #36 Extending the CEFR – a more even distribution of learning objectives across the levels and skills
- #37 Extending the CEFR – a more even distribution of learning objectives across the levels and skills
- #38 Extending the CEFR – a more even distribution of learning objectives across the levels and skills
- #39 Extending the CEFR – a more even distribution of learning objectives across the levels and skills