Welsh language skills improving in further education but impact ‘inconsistent’
This scheme comes amid the Welsh Government’s Cymraeg 2050 strategy to increase the number of Welsh speakers
Training schemes to enhance Welsh language skills in further education and apprenticeships are making a positive impact, but with inconsistencies in their long-term effectiveness, according to Estyn.The education and training inspectorate for Wales reported on the ‘Increasing the use of the Welsh language in post-16 sectors’, which evaluates training programmes provided by Coleg Cymraeg Cenedlaethol.
This scheme comes amid the Welsh Government’s Cymraeg 2050 strategy to increase the number of Welsh speakers.
The study focused on three key initiatives within the scheme: E-learning sessions, Sgiliaith provision, and the Work Welsh in Further Education scheme.
Its findings showed that these initiatives have “successfully” increased the number of practitioners who speak Welsh and register their ability to work through the language.
However, there is “limited evidence” to directly link the training to long-term improvements in teaching through the medium of Welsh. While more learning activities now include a “small amount of Welsh-medium learning”, there has been little growth in higher-level bilingual and Welsh-only teaching.
To address these issues, Estyn’s report recommends that Coleg Cymraeg Cenedlaethol provides more guidance and challenge to further education colleges and apprenticeship providers to measure the effectiveness of training.
It also calls for an extension of Sgiliaith provision to offer a recognised professional qualification for bilingual teaching, as well as more financial and practical recognition of Welsh language skills in the sector.
Chief inspector Owen Evans said: “It is encouraging to see progress in supporting further education staff to develop their Welsh language skills. However, training must go beyond the basics and provide more opportunities for practitioners to embed bilingual teaching into their lessons. Strong leadership, clear strategic planning, and a commitment to moving beyond initial language proficiency are crucial to ensuring long-term impact.”
Estyn added that further recommendations urge the Welsh Government, further education colleges, and apprenticeship providers to ensure consistent language provision and refine professional development opportunities to advance bilingual pedagogy.