2007 ESL Survey English as a Second Language Student Outcomes Survey. Report. BCStats. Ministry of Advanced Education

Transcription

1 2007 ESL Survey 2007 English as a Second Language Student Outcomes Survey Report Ministry of Advanced Education BCStats

2 Library and Archives Canada Cataloguing in Publication Data Main entry under title: 2007 ESL Survey : 2007 English as a Second Language Student Outcomes Survey : report [electronic resource] Funded by the Ministry of Advanced Education. ISBN English language - Study and teaching as a second language (Higher) - British Columbia. 2. College students - British Columbia - Statistics. 3. Educational surveys - British Columbia. 4. Education and state British Columbia. I. BC Stats. II. British Columbia. Ministry of Advanced Education. PE1068.C3T C

3 Contents Highlights Introduction Background... 5 ESL Program Delivery in the Public Post-Secondary System... 6 ESL Student Outcomes Surveys... 7 The 2007 ESL Student Outcomes Survey... 7 About this Report... 8 Findings Description of Former Students... 9 Previous Education Reasons or Goals for Enrolling Sources of Funding Skill Improvement Overall Training Experience Satisfaction with Training Evaluation of Courses Use of Services Further Education Employment Outcomes Key Labour Market Indicators Comparisons Across Immigrant Groups Comparisons with Other B.C. Immigrants Social Adaptation Conclusions Appendix A: Survey Methodology English as Second Language Student Outcomes Committee Cohort Data collection Reporting Analysis Limitations Percentages Appendix B: Questionnaire

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5 Highlights Highlights The 2007 English as a Second Language (ESL) Student Outcomes Survey interviewed students who took English language training at a B.C. public post-secondary institution between September 1, 2005 and August 31, The survey included former students from 17 different post-secondary institutions. Survey interviews were conducted between August and November 2007; 1,821 former ESL students completed the survey. The following are highlights from the survey findings: Description of Survey Respondents 63% were between the ages of 25 and 44 67% were female 93% originated from a country outside of Canada 58% of those who originated from outside of Canada had been in the country for less than five years at the time of the survey 26% were Canadian citizens at the time they took their last ESL course Previous Education 92% of survey respondents had completed high school before coming to Canada 1 45% had a university undergraduate or graduate degree 65% had taken previous English language training Reasons or Goals for Enrolling 77% of respondents said improving their employment situation was an important reason for enrolling 2 80% said improving their ability to use English in daily life was important 72% said preparing for further study at a college or university was important 91% said that their English language training was very or somewhat helpful in achieving their most important goal Sources of Funding 41% of survey respondents relied on financial support from family while taking English language training 41% relied on employment as a means of financial support 30% relied on funding through the Adult Basic Education Student Assistance Program (ABESAP) 1 Former ESL students who gave Canada as their country of origin were asked about their highest level of formal education before taking English language training. 2 Respondents said this goal and the ones that follow were extremely or very important reasons for enrolling. 3

6 2007 ESL Survey Report Skill Improvement 87% said their English language training was very or somewhat helpful in improving their writing skills 84% said their training helped them improve their reading skills 86% said their training helped them improve their listening skills 83% said their training helped them improve their speaking skills 63% of respondents said their English language training was very or somewhat helpful in improving their English skills in all four skill areas Overall Training Experience 81% of survey respondents were completely or mainly satisfied with their English language training 89% rated the overall quality of instruction in their training classes as very good or good 91% rated the scheduling of their courses as very or somewhat convenient Further Education 58% of respondents indicated that they took further education after leaving their English language training Of the former ESL students eligible for this survey, 22% went on to enrol in a college-level course at one of B.C. s public colleges, university colleges, institutions, or Thompson Rivers University between September 2006 and September % of those enrolled in college-level courses at B.C. public post-secondary institutions were taking programs in Arts and Sciences or Business and Management Employment Outcomes 76% of survey respondents were in the labour force at the time of the survey (either employed or looking for work) 66% were employed at the time of the survey 38% of those who were employed said their job was related to their previous education or employment Social Adaptation 90% of employed respondents said their English language training was very or somewhat helpful in using English at work 84% of respondents said their training was helpful in using English in the community 82% said their training was helpful in using English to use services 82% said their training was helpful in using English in social settings 87% said their training was helpful in using English to understand English media

7 Introduction Introduction Each year thousands of people across British Columbia whose first language is not English enrol in English language training courses to improve their proficiency in the language. Developing proficient listening, speaking, reading, and writing skills is particularly important to immigrants and refugees and is seen as key to successful adaptation to the community, opportunities for further education, and participation in the workforce. The goals of English as a Second Language (ESL) programming in B.C. s public post-secondary institutions are to open doors to these individuals and support them in making a strong contribution to the B.C. economy and society. Background The first goal of the provincial government s strategic plan is to make British Columbia the best educated, most literate jurisdiction on the continent. To that end, ReadNow BC, the provincial literacy action plan, was developed this plan is aligned with cross-ministry initiatives that include adult literacy, such as WelcomeBC and WorkBC, and with the Adult Opportunities Action Plan. Under the Adult Opportunities Action Plan, the Ministry will implement strategies to help British Columbia s adults attain the literacy skills necessary to participate fully in society and the economy. One of the goals of the Plan is to improve literacy rates for key populations, including recent and established immigrants to British Columbia. Recent studies indicate that of the 1 million British Columbians between the ages of 16 and 64 who do not have the literacy skills to function competently in English, about 450,000 of them are members of the immigrant population. British Columbia is experiencing labour market and skill shortages, due to a low provincial birth rate, an aging population, and other factors. With these shortages expected to continue, it is more important than ever to facilitate access to English language training for the skilled newcomers and immigrants who can help meet the province s labour needs. In British Columbia s public post-secondary education system, English as a Second Language (ESL) is part of a larger cluster of programs commonly called developmental or access programs. Adult Basic Education (ABE), including literacy, and Adult Special Education (ASE) are the other two program areas in this group. Expanding access to developmental programs continues to be a priority for the Ministry of Advanced Education (AVED). ABE, ESL, and ASE courses are essential to many adult learners who seek to upgrade their literacy, language, or academic skills to meet goals for education, employment, and social adaptation. B.C. s public post-secondary institutions must meet annual performance targets set by AVED for these program areas. 5

8 2007 ESL Survey Report Under the Agreement for Canada British Columbia Co-operation on Immigration, the federal government transfers funds to British Columbia for the design and delivery of settlement and adaptation services for immigrants, including the provision of ESL training. A portion of that funding is transferred to AVED to support the training delivered by public institutions. The Ministry of Attorney General (MAG), as the lead on immigration and multiculturalism, also funds ESL programs delivered by some colleges, school districts, private, non-profit, and community agencies. (Learners from these programs were not included in this 2007 ESL Student Outcomes Survey project. MAG conducts a separate outcomes survey for their ESL programs.) ESL Program Delivery in the Public Post-Secondary System Seventeen public post-secondary institutions in B.C. 3 receive funding from AVED to offer a broad range of ESL courses and programs to B.C. residents whose first language is not English. Most of these programs have been aligned to the Canadian Language Benchmarks (CLB), which are a descriptive scale of communicative proficiency in English as a second language expressed as 12 benchmarks or reference points. 4 These benchmarks are used by ESL providers across the country to describe and measure an adult learner s ability in the four skills areas (speaking, listening, reading and writing) in English and thus to facilitate transfer from program to program, province to province. The CLB consist of three stages: basic proficiency (CLB 1 4), intermediate proficiency (CLB 5 8), and advanced proficiency (CLB 9 12). AVED-funded ESL programs at B.C. s public post-secondary institutions include the following: English for Academic Purposes courses (CLB 6 9) focus on language skills, as well as study skills, critical thinking, problem solving, and co-operative group work. They prepare students for academic, technology, career, and vocational programs, as well as society and the workforce. (Note: CLB levels for these courses were confirmed in a recent project undertaken by the provincial ESL articulation committee.) English for Access courses (CLB 1 8) provide students with the language and socio-cultural skills to participate in and contribute to Canadian society. They may include basic literacy, integrated and specific language skills, survival skills courses, and community-based ESL for special groups. English for Work courses help second-language speakers learn the language of their occupation, find and keep jobs, and go on to take further training and studies. They include preparatory skills, vocational English for specific purposes (ESP), adjunct ESL, and job search ESL programs. (Note: A project to realign learning outcomes for English for Access/Work courses with CLB levels is underway.) 6 3 Please see Appendix A: Survey Methodology for a list of these public institutions. 4 Grazyna Pawlikowska-Smith. Canadian Language Benchmarks Centre for Canadian Language Benchmarks, Ottawa, 2000.

9 Introduction ESL Student Outcomes Surveys Public post-secondary institutions in B.C. provide ESL courses and programs based on the highest curriculum and teaching standards. The stakeholders who fund and deliver these programs need the means to measure the scope and quality of the services offered to people who seek to improve their English language skills. To that end, there have been previous ESL student outcomes projects that have collected data for the publicly-funded institutions and the ministry responsible for post-secondary education. The 2003 College and University College ESL Student Outcomes Survey included students who were enrolled in at least one ESL course at some point between July 1, 2000 and June 30, The response rate for this telephone survey was 45 per cent (out of 8,972 cases, 4,022 surveys were completed; 3,445 people completed the survey in English, while 567 required the help of multi-lingual survey staff members using languages other than English.) The report described former students responses to more than 30 questions in areas such as demographics, learners perceptions of the quality and success of their experiences in their courses, and employment and further education outcomes. The English as a Second Language Student Outcomes Project ( ) had three components: A. Leavers Study 1,404 students interviewed by telephone in 1996 B. Pilot Study In-class survey in 1996 and focus group study and phone surveys C. Full Study The 1998 report, Outcomes of BC College and Institute ESL Students, included both qualitative and quantitative data: 2,330 students completed an initial in-class questionnaire 1,221 respondents completed by a follow-up telephone survey The 2007 ESL Survey used a different questionnaire and data collection methodology than these earlier surveys. As a result, comparisons with these previous surveys are not appropriate. The 2007 ESL Student Outcomes Survey The 2007 English as a Second Language (ESL) Student Outcomes Survey project was developed through the collaborative efforts of B.C. s public colleges, university colleges, institutes, one university, and the Ministry of Advanced Education. Information from the survey is being used by AVED and MAG to support decision-making and to inform the development of accountability frameworks. The data will also enhance understanding of former students transition to further education and the labour market. Public post-secondary institutions use the feedback as a basis for planning, evaluating, and improving programs and services. 7

10 2007 ESL Survey Report The snapshot taken by the 2007 ESL Student Outcomes Survey shows a group of learners who took publicly funded ESL courses at a B.C. public post-secondary institution between September 1, 2005 and August 31, 2006 (international students were not included). At the time of contact, the respondents would have been out of formal ESL training at a particular institution for approximately 10 to 24 months. 5 The survey has provided information on: 1. The characteristics of former ESL students. 2. Students reasons for taking ESL training and how they supported themselves financially. 3. Students assessment of the quality of their ESL education experience in the B.C. public post-secondary system. 4. Former ESL students transition to further education. 5. Labour force participation and employment outcomes of former ESL students. 6. Students assessment of how their ESL experience contributed to their social and economic participation in B.C. About this Report This report presents a summary of the findings from the 2007 ESL Student Outcomes Survey. This summary report does not include an analysis of results by institution, although the results were analyzed across several demographic and other factors (e.g., highest level of education). Where interesting or statistically significant differences across respondent groups exist, these have been highlighted. (Please see Appendix A: Survey Methodology, for more details on the report analysis.) The first part of the report focuses on former ESL students themselves and their demographic characteristics. The next few sections provide some important background information about ESL students levels of previous education, reasons or goals for enrolling in ESL, and sources of funding while taking ESL training. This is followed by respondents ratings of skill improvement and other aspects of their overall training experience. The final sections of the report focus on outcomes what students did after they left ESL training, namely further education, employment, and social adaptation. 5 Please see Appendix A: Survey Methodology for a description of the selection criteria for inclusion in the survey.

11 Findings Findings Description of Former Students BC Stats and the Ministry of Advanced Education (AVED) identified 4,050 past English language training students to be included in the 2007 English as a Second Language (ESL) Student Outcomes Survey. Of these, 1,821 former students responded to the survey, yielding an overall response rate of 45 percent. 6 Given the challenges associated with finding former students so long after their courses, this response rate was quite good and was the same as was achieved in the 2003 College and University College ESL Student Outcomes Survey. The 2007 ESL Student Outcomes Survey included former students from 17 public postsecondary institutions across B.C., although more than half (52 percent) were from Vancouver Community College, and 84 percent were from one of five institutions: Vancouver Community College, British Columbia Institute of Technology, Camosun College, Douglas College, or Kwantlen University College. Overall, 88 percent of respondents were from an institution within the Lower Mainland, 8 percent were from an institution on Vancouver Island, and only 4 percent were from institutions in the Interior and Kootenays or Northern B.C. regions. Given that most institutions are located in urban areas, and furthermore, that most immigrants move to urban areas, almost all respondents (98 percent) lived in urban areas, and only a small fraction (2 percent) lived in rural areas. 7 As a result, urban/rural comparisons are not possible in this report. The cohort of former ESL students eligible for the survey represented a wide range of ages from 17 to 81 years old at the time of the survey, with a median age of 34 years. The majority (63 percent) were between the ages of 25 and 44. The survey respondents had a similar overall age distribution and the same median age (34 years). Two-thirds of the students eligible for the survey were female. Males and females were equally likely to respond to the survey, so females represented two-thirds of respondents as well. 6 Please see Appendix A: Survey Methodology for a description of the methods used for cohort selection and data collection. 7 Urban/rural status was determined based on former students postal code data, as provided by the institutions they attended.

12 2007 ESL Survey Report The majority of respondents were between 25 and 44 years old 25 to 34 30% 35 to 44 33% Under 25 21% 55 and Over 3% 45 to 54 14% Survey respondents were asked to provide their country of origin. Seventy percent of all respondents were from Asia, 11 percent were from Europe, 10 percent were from North and Central America (including Canada), and 8 percent were from South America, Africa, or Oceania. The majority of survey respondents were from Asia 1, Asia Europe North and Central America South America Africa 3 Oceania Within Asia, the most common countries that respondents originated from were: China (and Hong Kong), Iran, India, Korea, the Philippines, Taiwan, and Vietnam. Other common countries that respondents cited were Canada, Russia, and Colombia. 10

13 Findings China and Iran were the most commonly cited countries of origin Country of Origin # of Respondents % of Respondents China % Iran % Canada 132 7% India 118 6% Korea 97 5% Philippines 83 5% Taiwan 73 4% Russia 59 3% Hong Kong 41 2% Colombia 33 2% Vietnam 33 2% Respondents who immigrated to Canada from another country were asked when they came to Canada to live. More than half (58 percent) had been in Canada for less than 5 years. About a quarter (29 percent) had been in Canada for between 5 and 10 years, and only 13 percent had been in Canada for 10 years or more. At the time they took their last ESL course, almost three-quarters of all respondents were permanent residents (landed immigrants), and just over one-quarter were Canadian citizens. Only a handful of respondents (n=39) reported some other citizenship or immigration status, such as refugee claimant, dual citizen, or visa holder. Almost three-quarters of respondents were permanent residents at the time they took their last ESL course Permanent resident 72% Other 2% Canadian citizen 26% 11

14 2007 ESL Survey Report Given the diverse age structure of this population, it is not surprising that respondents came from a variety of different family situations. More than half of all respondents were part of a couple (with or without children), and 45 percent of all respondents had children. Survey respondents represented a wide range of family situations Single person with no children 37% Part of a couple with no children 19% A single parent 6% Part of a couple with children 38% Previous Education Former ESL students were asked about their highest level of formal education before coming to Canada. 8 In general, former ESL students were well-educated. Ninety-two percent of respondents had completed high school, and almost three-quarters (72 percent) had taken Most former ESL students had obtained a relatively high level of previous education before coming to Canada Elementary school or no formal education 2% Some high school 6% High school with diploma 20% Some college or technical institute 4% College or technical institute with diploma/certificate 15% Some university 8% University undergraduate degree (baccalaureate) 34% University graduate degree (masters, Ph.D.) 10% 12 8 Former ESL students who gave Canada as their country of origin were asked about their highest level of formal education before taking English language training.

15 Findings some form of post-secondary education. One-third of respondents had obtained a university undergraduate degree, and an additional 10 percent had obtained a university graduate degree. Education requires time, and as might be expected, age was significantly related to the highest level of education respondents had before coming to Canada. For the most part, previous educational attainment increased with age. However, on average, respondents aged 45 to 54 and 55 and over had lower levels of education when they came to Canada than their 35- to 44-year-old counterparts. Highest level of educational attainment before coming to Canada varied with age Under 25 6% 37% 39% 19% 25 to 34 47% 29% 17% 7% 35 to 44 64% 21% 13% 3% 45 to 54 57% 22% 16% 4% 55 and Over 34% 28% 21% 17% 0% 20% 40% 60% 80% 100% University degree Some post-secondary (with or without credential) High school diploma Did not complete high schoool Approximately two-thirds (65 percent) of all respondents had taken English language training before enrolling at their institution. These respondents were asked where they had taken their training and were allowed to provide two responses. Just over half (52 percent) of those who had taken previous English language training had taken training in Canada, and 57 percent had taken previous training outside of Canada. Of those who had studied in Canada, more than three-quarters (77 percent) had studied in B.C. 9 Categories do not add to 100 percent because students were allowed to provide two responses. 13

16 2007 ESL Survey Report Reasons or Goals for Enrolling Former students were asked a series of questions relating to their reasons for enrolling in English language training. Students were very likely to rate improving their employment situation, improving their ability to use English in daily life, and preparing for further study at a college or university as important goals. In fact, large majorities of students rated each of these reasons for enrolling as extremely or very important. Respondents had multiple goals for enrolling in ESL training Improve employment situation 77% 13% 10% Improve ability to use English in daily life 80% 14% 6% Prepare for further study at a college or university 72% 13% 15% 0% 20% 40% 60% 80% 100% Extremely or very important Moderately important Slightly or not at all important When asked to provide the single most important reason or goal for enrolling, former students most often said their goal was to be able to use English in daily life, followed by preparation for further study at a college or university. Although only 19 percent chose a reason related to employment as their most important goal for enrolling, it is important to keep in mind that 77 percent of all respondents said improving their employment situation was an extremely or very important reason for enrolling. Overall, 91 percent of respondents said that their English language training was very or somewhat helpful in achieving their most important goal. This percentage was consistent, whether respondents said their most important goal for enrolling was to improve their employment situation, to be able to use English in daily life, or to prepare for further study at a college or university. 14

17 Findings Many respondents said using English in daily life was the most important reason for enrolling in ESL training Prepare for further study at a college or university 38% Use English in daily life 41% Other 2% Employmentrelated 19% Sources of Funding One source of student financial assistance available to ESL students in the public postsecondary system is the Adult Basic Education Student Assistance Program (ABESAP), offered through StudentAid BC. The ABESAP program provides funding in the form of a non-repayable grant to students enrolled in developmental programs who can demonstrate financial need. Students can receive funding for tuition and some fees, books and supplies, and in some cases, transportation and eligible childcare expenses. 10 Overall, 37 percent of respondents indicated that they applied for ABESAP funding. Of these, most (85 percent) indicated that they did receive funding through this program. In addition to ABESAP, former ESL students relied on several other sources of funding to finance their English language training. Respondents were asked How did you support yourself financially while you were taking English language training? Overall, the most common sources that former students relied on were employment income and family support. Personal savings and other government funding were also commonly mentioned sources. 10 Ministry of Advanced Education ( 15

18 2007 ESL Survey Report Former ESL students relied on various sources of financial support Source of Financial Support % of Respondents Family support 41% Employment 41% ABESAP 30% Savings 15% Other government funding 13% (grants, scholarships, special assistance programs) Government loans 2% (Canada Student Loan, B.C. Student Loan) Bank loans or credit cards 2% Other 1% Note: Up to 3 responses were recorded for each respondent The sources of financial support used by former ESL students varied according to their age, family status, and citizenship or immigration status. For example, those in the youngest age group (under 25) were less likely to rely on employment income than respondents from other age groups. Also, as might be expected, successively older age groups relied less and less on family as a means of financial support. Age affected how students supported themselves financially % of Respondents Source of Financial Support Under to to to and Over Family support 56% 42% 37% 31% 27% Employment 28% 47% 43% 42% 50% ABESAP 20% 34% 34% 29% 23% Savings 16% 11% 16% 19% 14% Other government funding (grants, scholarships, special assistance programs) 18% 11% 11% 18% 11% The differences in funding sources by family status were dramatic. For example, while 41 percent of all respondents relied on family for financial support, this figure was only 13 percent for single parents. Single parents were more likely than others to rely on employment income, ABESAP funding, and government funding such as grants, scholarships, or special assistance. 16

19 Findings Single parents relied on different sources of financial support than other respondents did % of Respondents Source of Financial Support Family support Employment ABESAP Savings Other government funding (grants, scholarships, special assistance programs) Single (no children) Couple (no children) Couple (with children) Single parent 40% 48% 44% 13% 43% 43% 35% 54% 26% 32% 30% 43% 14% 14% 17% 11% 16% 10% 11% 25% Although Canadian citizens and permanent residents were equally likely to rely on employment income as a means of financial support, the similarities ended there. Permanent residents were more likely than Canadian citizens to rely on family support (44 percent versus 34 percent, respectively) and far more likely than Canadian citizens to rely on ABESAP funding (35 percent versus 17 percent, respectively). On the other hand, Canadian citizens were more likely to rely on savings (20 percent, versus 13 percent of permanent residents) and government funding such as grants, scholarships, or special assistance (26 percent, versus 9 percent of permanent residents). With the exception of employment income, Canadian citizens relied on different sources of funding than permanent residents did % of Respondents Source of Financial Support Family support Employment ABESAP Savings Other government funding (grants, scholarships, special assistance programs) Canadian citizens Permanent residents 34% 44% 41% 41% 17% 35% 20% 13% 26% 9% 17

20 2007 ESL Survey Report Skill Improvement English language training focuses on helping students to improve in four main skill areas: reading, writing, listening, and speaking. Respondents were asked to rate how helpful their English language training was in improving their English skills in each of these four areas. Almost all former ESL students said that their training was very or somewhat helpful in improving their skills in at least one of the four skill areas. In fact, the majority (63 percent) said that their training was helpful in all four areas, and a further 21 percent said it helped in three of the four areas. The majority of respondents found their training helpful in all four areas of skill improvement (reading, writing, listening, and speaking) Helpful in all 4 areas 63% Not helpful in any area 2% Helpful in 1 area 4% Helpful in 2 areas 11% Helpful in 3 areas 21% Large majorities of respondents said their English language training was very or somewhat helpful in improving their writing skills (87 percent) and listening skills (86 percent). The proportions who said their training was helpful in improving reading skills and speaking skills were slightly lower, at 84 percent and 83 percent, respectively. Although 87 percent of respondents said their English language training was very or somewhat helpful in improving their English writing skills, this percentage varied based on levels of previous education. For example, former ESL students who had not completed high school were less likely than those with a university undergraduate degree to say that their training was helpful in improving their English writing skills. 18

21 Findings English language training helped former students improve their English skills in four areas Writing 53% 34% 13% Listening 52% 34% 14% Reading 48% 37% 16% Speaking 47% 37% 17% 0% 20% 40% 60% 80% 100% Very helpful Somewhat helpful Not very or not at all helpful ESL training helped improve English writing skills, especially for respondents who previously had an undergraduate degree Highest level of education attained before coming to Canada % of Respondents who said very or somewhat helpful Did not complete high school 84% High school diploma 83% Some post-secondary (no credential) 89% College or technical institute diploma or certificate 84% University undergraduate degree 90% University graduate degree 87% Although respondents ratings of how their training helped them to improve their English writing skills were affected by their previous levels of education, prior educational attainment did not have an impact on helpfulness ratings in the other three skill improvement areas (reading, listening, and speaking). 19

22 2007 ESL Survey Report Overall Training Experience Satisfaction with Training Former ESL students were asked to rate their satisfaction with the English language training they took. Most (81 percent) said they were completely or mainly satisfied with their training. Most former students said they were completely or mainly satisfied with their English language training Completely satisfied 38% Mainly satisfied 43% Not satisfied at all 3% Partially satisfied 16% Those who said they were only partially satisfied or not satisfied at all (n=337) were asked why, and almost all provided a response. About one-fifth of those who responded expressed dissatisfaction with their instructor, and another fifth said that they were not satisfied with their skill improvement or learning outcomes. The teacher did not teach very well, did not focus on helping or explaining and working with students, their errors or difficulties with the language. The training did not really improve my language skills as much as I would have liked. Other reasons that some respondents were not satisfied with their training included dissatisfaction with the amount of time the course allowed for practice or one-on-one instruction, concern that the course was too easy, or feeling that the course placement was at an inappropriate level. There should have been more one-on-one exercises and speaking to other classmates. I was put into the wrong level of English training; I found it was too easy. 20

23 Findings Evaluation of Courses Respondents were also asked to rate the overall quality of instruction in their English language training classes. Despite the fact that some students mentioned quality of instruction as a reason for being only partially satisfied or not satisfied at all with their training, most former students (89 percent) thought the overall quality of instruction was good or very good. Only 3 percent of respondents said the overall quality of instruction was poor or very poor. A large majority of respondents said that the overall quality of instruction was very good or good Very good 45% Good 45% Poor or very poor 3% Adequate 8% When asked to rate the scheduling of English language training at their institutions, 91 percent of respondents said the scheduling was very or somewhat convenient. More than half of all respondents said the scheduling of their training was very convenient Very convenient 54% Not convenient at all 1% Not very convenient 8% Somewhat convenient 37% 21

24 2007 ESL Survey Report Those who said the scheduling was not very convenient or not at all convenient were asked why (n=158), and almost all provided a response. Approximately one-third said that course scheduling conflicted with their work schedule. Another third expressed a preference to have courses offered at a different time or on a different day. I found the time the class was scheduled was too early in the evening to get to after work. I did not like that the courses were just held on Saturdays. I would have liked the courses to be every day Monday to Fridays. Other reasons given by some respondents as scheduling difficulties included conflicts due to children or other family commitments and transportation or travel issues. Former students who had children were more likely to report that scheduling was not very or not all convenient (10 percent), compared with former students without children (7 percent). Due to conflicts with my young son s school times, I was always late because I needed to get my children to school first. I lived a long ways away and it took me three hours to get there and back for a two-hour class. I would have rather had longer classes. Use of Services Another aspect of former students training experience is whether or not they use available resources offered through their institutions. Just over three-quarters (76 percent) of respondents said that they had used the library, counselling and advising services, or a language or learning help centre while they were studying at their institution. However, this percentage varied by citizenship and immigration status. While only 67 percent of Canadian citizens reported using these services, 79 percent of permanent residents said they had used these services. Canadian citizens were less likely to use library, counselling, or language help services at their institution 100% 80% 76% 67% 79% 60% 40% 20% 0% All respondents Canadian citizens Permanent residents 22

25 Findings Further Education After leaving their English language training programs, 58 percent (n=1,061) of former ESL students indicated that they went on to take further education. Respondents who said that their English language training was very or somewhat helpful in improving their English writing skills were more likely to take further education than those who said the training was not very or not at all helpful. Respondents who said their ESL training was helpful in improving their English writing skills were more likely to take further education Percetnt who took further education 80% 60% 40% 20% 0% 58% 60% All respondents ESL training was helpful in improving English writing skills 51% ESL training was not helpful in improving English writing skills The majority of respondents who went to further studies took this subsequent education at a public college, university college, or institute. Smaller percentages of those who took further studies went to public universities or private institutions. Most respondents who took further education studied at a public college, university college, or institute Public college, university college, or institute 61% Public university Private institution Public school (e.g., public high school) 12% 11% 15% Community organization Other 1% 2% 23

26 2007 ESL Survey Report AVED s Central Data Warehouse (CDW) contains enrolment data for B.C. s public colleges, university colleges, institutes, and Thompson Rivers University. Administrative data taken from the CDW indicate that between September 2006 and September 2007, 22 percent of the initial cohort of former ESL students eligible for this survey had enrolled in a collegelevel course at one of B.C. s public post-secondary institutions. 11 This percentage was higher for those who responded to this ESL survey (27 percent) than for the non-respondents (18 percent). Those who went on to take college-level courses at B.C. public post-secondary institutions were studying in a wide variety of program areas. Together, programs in Arts and Sciences and Business and Management accounted for just over half of all former ESL students who enrolled in a college-level course between September 2006 and September Former ESL students went on to study in a wide variety of areas Major Program Area n % of Total Arts and Sciences % Business and Management % Health Related (see also Nursing) 77 9% Engineering, Electrical and Electronics 71 8% Recreation, Tourism, Hospitality and Service 66 7% Nursing 47 5% Developmental Education and Continuing Education 30 3% Computer and Information Services 22 2% Mechanical and Related 19 2% Visual, Performing and Fine Arts 18 2% Legal and Social 16 2% Education and Library Science 12 1% Agriculture, Natural Resources and Science Technologies 11 1% Construction and Precision Production 7 1% Communications 2 0% Unknown 13 1% Total % Of the former ESL students who enrolled in college-level courses at a B.C. public post-secondary institution between September 2006 and September 2007, the majority were enrolled in either diploma (45 percent) or certificate (30 percent) programs. These proportions were almost identical for both survey respondents and non-respondents Institutions last submitted data to the CDW in October 2007; these data are current as of mid-september 2007.

27 Findings Employment Outcomes Key Labour Market Indicators Based on definitions from the Labour Force Survey (Statistics Canada), individuals are considered to be in the labour force if they are employed or looking for work. At the time of the 2007 ESL Student Outcomes Survey, two-thirds of survey respondents were employed, and three-quarters were in the labour force. The unemployment rate (the percentage of those in the labour force who were unemployed) for former ESL students was 13 percent. On average, those who were employed worked 33 hours per week. Sixty-nine percent of those who were employed worked full-time (30 hours or more per week), and 31 percent worked part-time. Respondents were asked whether or not their job was related to any education or previous job they had before coming to Canada. 12 Overall, 38 percent of those who were employed said their job was related to their previous education or employment, although this percentage varied significantly based on the highest level of previous education respondents had obtained. While only 22 percent of those with a high school diploma had a job related to their previous education or employment, 50 percent of those with a graduate degree had related employment. Former ESL students tended to be employed in relatively low-skilled occupations. At the time of the survey, 61 percent of those employed were working in occupations where the skill level was classified as secondary equivalent or lower. 13 However, former students with higher levels of previous education were more likely to be working in higher skilled occupations. For example, students with a university graduate degree were far more likely than other students to work in management occupations. Similarly, students with post-secondary credentials were more likely to work in higher-skilled occupations than students without post-secondary credentials. Although the level of prior education was related to the skill level of occupations, previous education did not have an impact on the overall rates of employment or labour force participation. 12 Former ESL students who gave Canada as their country of origin were asked whether their job was related to any education or job they had before taking English language training. 13 Occupation skill levels are based on National Occupation Classification (NOC) system. The NOC is a systematic taxonomy of occupations in the Canadian labour market. Each occupation is classified according to the education, training, or skills required to enter the job, as well as the kind of work performed. 25

28 2007 ESL Survey Report Former students with a higher level of previous education worked in higher-skilled occupations Did not complete high school High school diploma Some post-secondary (no credential) College or technical institute diploma or certificate University undergraduate degree 70% 76% 68% 63% 55% 29% 22% 30% 35% 42% University post-graduate degree 37% 52% 11% 0% 20% 40% 60% 80% 100% Secondary equivalent or lower skill level College or university equivalent skill level Management or senior management skill level Comparisons Across Immigrant Groups For immigrants, employment outcomes were related to the length of time they had spent in Canada. Survey respondents who immigrated to Canada from another country were classified into three broad categories, based on groupings from the Labour Force Survey (Statistics Canada): i. ii. iii. Very recent immigrants (have been in Canada for less than 5 years) (n=970) Recent immigrants (have been in Canada for between 5 and 10 years) (n=476) Established immigrants (have been in Canada for 10 years or more) (n=221) In general, immigrants who had been in Canada for a longer time had better employment outcomes. Recent and established immigrants had higher employment and labour force participation rates than very recent immigrants. Interestingly, the percentage of respondents who said their job was related to the previous education or employment they had before coming to Canada was lower for recent and established immigrants than for very recent immigrants. One possible explanation for this is that immigrants who have been in Canada for a longer period may have had more time to pursue additional training or upgrading of skills, and as a result, may be more likely to have moved on to employment in areas unrelated to their previous education or experience. 26

29 Findings Length of time since immigration affects former ESL students employment outcomes 100% 80% 60% 62% 72% 66% 72% 77% 82% 40% 42% 32% 32% 20% 0% Employment rate Labour force participation rate Job related to previous education or employment Very recent immigrant (In Canada 5 years or less) Recent immigrants (In Canada for 5 to 10 years) Established immigrants (In Canada 10 years or more) Although the length of time survey respondents had spent in Canada affected their employment outcomes, their citizenship status did not. Differences between the employment rates and labour force participation rates of Canadian citizens and permanent residents were insignificant. In addition, although Canadian citizens were less likely to say that their job was related to their previous education or employment, this difference was not statistically significant. Comparisons with Other B.C. Immigrants To evaluate employment outcomes of former ESL students, it is important to consider the unique characteristics of this population. For example, as discussed earlier, the vast majority of former ESL students were immigrants only 7 percent said Canada was their country of origin. Immigrants face different labour market challenges than Canadian-born workers, and this is reflected in their employment outcomes. The chart below provides the 2007 annual average employment rates and labour force participation rates for individuals age 25 to 54 for each immigrant group in B.C. and for B.C. overall. As shown in the chart, labour market outcomes for B.C. immigrants are quite different than outcomes for the B.C. population as a whole. 27

30 2007 ESL Survey Report The Labour Force Survey shows that new B.C. immigrants have lower employment rates than the general population 100% 80% 82% 67% 74% 82% 85% 72% 79% 85% 60% 40% 20% 0% Employment rate Labour force participation rate B.C. Population B.C. Very recent immigrants B.C. Recent immigrants B.C. Established immigrants Note: Data is for B.C. population age Source: Labour Force Survey 2007, Statistics Canada Because immigrants typically fare differently in the labour market than Canadian-born workers, this report compares immigrant former ESL students to other immigrants in B.C., instead of comparing former ESL students to the B.C. population as a whole. The Labour Force Survey data in the above chart represent individuals in B.C. age 25 to 54. The large majority (80 percent) of immigrant respondents in the 2007 ESL survey were in this age range, so it seems reasonable to focus on this age range to make comparisons between immigrant former ESL students and the overall B.C. immigrant population. 14 In the table below, labour market outcomes of immigrant former ESL students aged 25 to 54 are compared with outcomes for the B.C. immigrant population aged 25 to 54. Overall, it appears that immigrant former ESL students have labour force participation rates similar to other immigrants in B.C. However, immigrant ESL respondents who have been in Canada for five years or more appear to have lower employment rates than their B.C. counterparts. This difference may be attributable to a number of factors. For example, although length of time in Canada has been controlled for, other characteristics that may differ between the two groups (such as age distribution, gender, highest level of education, and country of origin) have not been considered. It is also possible that the data for former ESL students exhibit some self By immigrant group, the number of ESL respondents who were between the ages of 25 and 54 was: Very recent immigrants: n=744 (77 percent) Recent immigrants: n=403 (85 percent) Established immigrants: n=188 (85 percent).

31 Findings selection bias, as ESL students represent a special sub-set of the population those seeking to improve their English skills. If former ESL students have, on average, fewer English skills than other immigrants (which is likely, given that some B.C. immigrants come from English speaking countries), former ESL students may face greater difficulties in finding employment. Labour market outcomes of immigrant ESL respondents are similar to those of B.C. immigrants Employment rate ESL Respondents Aged Very recent immigrants 65% 67% Recent immigrants 66% 74% Established immigrants 73% 82% Labour force participation rate B.C. Immigrants Aged Very recent immigrants 75% 72% Recent immigrants 77% 79% Established immigrants 84% 85% Social Adaptation The 2007 ESL Student Outcomes Survey included a series of questions aimed at determining the degree to which English language training helped students to use English in various social settings. Respondents who had indicated that they were employed were asked if they used English at work (94 percent said yes). All respondents were asked to rate the helpfulness of their English language training in four other areas: i. ii. iii. iv. Using English in the community (e.g., volunteering, joining a club, going to a recreation centre) Using English to use services (e.g., medical, police, library, employment centres, government services) Using English in social settings (e.g., while shopping, at parties, in restaurants) Using English to understand English media (e.g., radio, TV, newspapers, the Internet). In each area, the large majority of respondents said their English language training was very or somewhat helpful. Analysis of these ratings by gender did not yield any significant differences. 29