English For Employability

ENGLISH SKILLS
FOR EMPLOYABILITY:
SETTING COMMON STANDARDS
A RESEARCH REPORT
AUTHORS
EMMA-SUE PRINCE, BA, PGCE, TRINITY LIC DIP ESOL, MBA (CRANFIELD)
Emma-Sue works in employability research
and training and runs a membership website
that supports teachers and trainers with
materials and professional development
(www.unimenta.com). Her recent work in
this field has included researching the link
between soft skills, English language and
employability in Bangladesh. She also works
on large-scale funded projects focusing on
teacher training and skills development in

countries undergoing educational reform
and works with several awarding bodies
including Pearson, Trinity College London
and City & Guilds. Emma-Sue is a published
author and her book The Advantage: the
seven soft skills you need to get ahead,
published by Pearson Business, has been
published in six languages.
S MANISH SINGH, BA (SOCIOLOGY), DIP HOTEL MANAGEMENT, MBA, CFA (ICFAI)

Manish has a strong background in TVET
and skills development and works with
several Sector Skills Councils (SSCs) in
India in connection with national standards
and qualification development. He is a
lead national consultant for a DfID-funded
skills for jobs programme focused on
capacity building and providing strategic
support to various SSCs, and researching
and developing standards and qualification
packs for jobs accessible by the poor
across various sectors. Manish has worked

extensively with City & Guilds developing
qualifications for the Indian context and has
substantial experience within the hospitality
sector in India. He has also worked with
the British Council in the context of
English language for vocational purposes
& employability and teacher training. He
is the Founder and Managing Director of
PROGILENCE Capability Development Pvt.
Ltd. (www.progilence.com).
BRITISH COUNCIL TRINITY COLLEGE MANIPAL CITY &

LONDON
GUILDS
British Council is the UKs international
organisation for cultural relations and
educational opportunities. We create
international opportunities for the people of
the UK and other countries and build trust
between them worldwide. The British Council
was established in India in 1948. The British
Council is recognised across India for its
network of 9 libraries and cultural centres.
We offer a range of specialised projects in
arts, education, exams, English language
and society to audiences across India and
more than 100,000 library members. We
also provide access to English language
training and learning for both students and
teachers, offer UK qualifications in India and
enable opportunities to study in the UK.
We work with governments, institutions,
teachers and learners to provide English
language learning, teaching and training and
assessment solutions.
For more information, please visit:
www.britishcouncil.in
Trinity College London is an international

exam board that has been providing
assessments since 1877. With a rich
heritage of academic rigour and a positive,
supportive approach to assessment,
we provide recognised and respected
qualifications in a unique spectrum of
communicative skills from music, drama
and arts activities to English language
at all levels. Each year over 700,000
candidates in over 60 countries take a
Trinity assessment and our international
network is growing fast.
Manipal City & Guilds is an India-UK joint

venture founded in 2009. We combine
the strengths of Manipal Global Education
Services, which has 60 years of steadfast
focus in Indias education sector and a
presence that includes 5 universities and
over 30 institutions, and City & Guilds,
a 137-year-old World leader in skill
development that provides curriculum,
course content, assessment, certification
services, technology and hundreds of
Internationally-recognised qualifications
across over 80 countries.
At the heart of Trinitys work is the support

we provide for teachers, both in terms of
specific support for teachers preparing
candidates for our exams, and more
general teacher development. Our work
with teachers is supported by a growing
international network of relationships with
key education institutions. This ensures
that our teachers have access to the best
professional development available.
Manipal City & Guilds supports the

Government and industry in qualification
development and training as an NSDC
partner; in domestic assessment and
certification services on behalf of Sector
Skills Councils; and in the quality assurance
and management of City & Guilds
Internationally-recognised qualification
programmes, across India and Nepal.
Trinity exams and assessments are designed

to help students progress. Our exams focus
on assessing skills and how effectively
the candidates can apply what they have
learnt, not just on knowledge for its own
sake. Trinity exams are regulated by Ofqual
(Office of Qualifications and Examinations
Regulation) and recognised around the
world.

www.manipalcityandguilds.com

www.trinitycollege.com
FOREWORD
British Council is a cultural relations organisation and one of our core values
is that of mutuality. We aim to bring the best of UK education to India and to
partner with Indian educational leaders and practitioners for the benefit of both
our countries.
India has a large, young population in a
growing economy: a strong combination
for ensuring continued development for
the country. However recent studies have
shown that far too many students are
graduating without sufficient skills to enter
the workforce; they are unemployable.
In 2008-09, the Government of India
launched a national skill development
mission to fulfil the growing need in India
for skilled workforce across sectors, and
to narrow the existing gap between the
demand and supply of skills. A major priority
of the British Council has been to support
this mission though our work in a number
of ways. The British Council provides the
secretariat and is on the board on the
UK-India Education and Research Initiative
(UKIERI), the largest bi-lateral partnership
on education and skills in India. The British
Council is also actively engaged in technical
assistance projects with international
agencies and the Government of India,
such as Department for International
Development in Bihar and the Asian
Development Bank in Meghalaya.
Research conducted by the National
Skills Development Corporation indicates
skills gaps both in functional, vocational
and workplace skills as well as soft skills,
with English featuring as an core skill to
complement core domain skills in many of
the 21 focus sectors such as IT and ITES,
media, hospitality, beauty and wellness,
retail, financial services and healthcare. It is
widely reported that students leave school
without the knowledge and proficiency in
English that would position them to take
advantage of the employment opportunities
that exist both in the country and overseas.
English is also widely perceived to contribute
to social and cultural capital. But there are

significant challenges in providing quality
English language provision in a country of
such scale and with such diverse labour
market needs.
It is also important to remember that English
is just one part of the solution; British
Council funded research1 also indicates that
English language skills accrue often with
gender and socio-economic variables, and
that an individuals ability to communicate
in local languages can be as, or even more,
critical, than their ability to use English.
The latest skills development policy also
states that: Language, basic IT and financial
literacy is an integral part of most job roles
in the economy today. Accordingly, all skill
training programmes shall include basic
modules of computer literacy, finance,
language and soft skills like etiquettes,
social and life skills to enable the youth to
be employable and market ready. (Draft
National Policy for Skill Development and
Entrepreneurship, May 2015)
2014, and two recommendations emerged:

1. To conduct action research with three
Sector Skills Councils to identify how the
linguistic levels of the CEFR could be best
integrated into vocational qualifications
developed under the National Skills
Qualification Framework (NSQF) to aid
access, ongoing skills development and
career progression.
2. To develop a new entry level within
the context of the Common European
Framework of Reference (CEFR), that
recognises achievement pre level A1.
This research study was then commissioned
and funded jointly by the British Council
India, Trinity College London and Manipal
City & Guilds, with support from the National
Skills Development Agency. We welcome
comments on the recommendations and we
will work with partners to ensure that they
are further debated by the English Skills for
Employability Think Tank and taken forward
as appropriate.
So it is important for us to understand what

is happening on the ground and ensure that
resources are invested wisely.
Thats why in September 2013, we partnered
the National Skills Development Agency to
invite senior Indian and UK stakeholders
to join the English Skills for Employability
Think Tank to debate these issues and
identify ways we could collaborate. At the
first meeting, it was agreed that discussions
should focus on the five key priority areas
of: 1. Standards and assessment, 2. Curricula
and content, 3. Delivery mechanisms,
4. Faculty and assessor development and
5. Business and funding models.
Several meetings were held throughout
Rob Lynes
Director
British Council India
1. Erling, E. (2014) The role of English in skills development in South Asia. British Council.
www.britishcouncil.in/programmes/higher-education/internationalising-higher-education/policy-dialogues/report-role-english
4
FOREWORD
In India there is an increasing demand from employers for English language

skills. To address this growing need, it is vital to have research such as this which
identifies the essential language and communication skills that are necessary to
ensure entry to the workforce for Indias youth.
The decision by the government to address
this skills gap means that vocational skills
training has become a major focus of
government efforts, aiming to develop the
skills that are required for employment and
to ensure that a better skilled workforce is
available to safeguard the future economic
growth of India.
It is widely accepted that knowledge of
English is one of the keys to good job
prospects and advancement. English
language is recognized by the government
as a core skill which is a necessary
component of the development of
professional skills across sectors, and has
the potential to transform lives.
In an effort to understand the issues and
the challenges more thoroughly, a series
of round table discussions were hosted
by the British Council in India to address
the topic of English for Employability. The
meetings brought together a wide group
of stakeholders from the private and public
sector to develop an understanding of
language needs, and then to begin to
develop strategies that redress the gap.
The first question that must be asked is
what specific language skills are required,
and at what level? There has been little
direct research which clearly identifies the
language requirements of entry level jobs
across different sectors so that educational
organisations and training providers can
meet these demands and provide suitable
training and certification. Further, it is not
just language, but communication skills,
which is often the goal; what is really key is
how well people are able to communicate

with whatever level of language they have.
Trinity College London was pleased to join
with British Council and Manipal City & Guilds
to fund research which will start to provide
answers to some of these questions around
language and employability. While there
is a general anecdotal feeling that there
is a positive correlation between English
language and mobility, there is actually little
hard evidence to show a causal link between
English and economic development.
Beyond the need to have a better
understanding of what language skills
and literacies are required in different
sectors, and what language people are
using for what particular purposes, Trinity
is especially interested in research about
the very low-level language learners
(pre-A1). In particular, is there a need to
develop guidelines and descriptors, as well
as appropriate assessment measures, for
those who have only acquired very limited
language in their studies?
Sarah Kemp
Chief Executive
Trinity College London
The current research report represents

a step towards developing a better
understanding of the language requirements
of entry level jobs in three different sectors:
construction, hospitality and health care.
English needs are variable across sectors,
and geographies, so this research will
contribute to development of a new
framework to bring together both
the professional skills and language
requirements in the Indian context.
FOREWORD
Employability is a vital issue for India. Its about a persons ability to get a job,
keep that job, and move on to their next job. Language and communication skills
are a key foundation to employability, to which this report makes an important
contribution. It recommends actions we can take to build an India-specific
framework for language and identifies a new entry level for English language
skills.
Across India during the past few years,
defining what a person should know or the
skills they should be able to demonstrate
have been the subject of great efforts from
all stakeholders in the skills ecosystem.
The benefit of standardisation of job role
definitions in the long-run will be a better
match between employer expectations and
prospective employees abilities. In short,
we will all better know what to train and
how to assess a persons match to the job
they aspire to do, and better guide people
into work, or on the job. When supply fits
the demand that clearly exists in India, we
will reap the benefits of the demographic
dividend, and the great promise of initiatives
like Make in India.
As a part of so-called soft skills, effective
communication is a fundamental building
block to successful employment. A
candidates ability to present their
knowledge and skills effectively to
employers is vital during the selection
process; and the employees skills with
language speaking, reading, or writing
will have a major impact on their
performance on the job with customers, with
their supervisor and with colleagues; and as
a result, their prospects for promotion to the
next job.
Of course in India there are many languages,
and each and every one of them is important
in the particular social and employment
context. Therefore while the primary focus of
this report is English, its aim is to help us to
understand how we can start to codify and
standardise the language skills in general
that are required to perform well in a job.
The better we can define these requirements

in the context of a particular job role, the
better we can prepare people to achieve
the employability that is so important to this
Nation.
This is why this report is based on a deep
engagement in three industry sectors,
healthcare, hospitality and construction,
and three specific job roles in each of these
sectors. We have tried to understand the
real requirement for language English and
vernacular in the real work that people do.
The report recommends actions that we can
take collectively to build an India-specific
framework for language and map against
other frameworks around the World. It also
identifies a new level for language skills
that will provide the first rung of a ladder
for people to step onto. This first rung is
important for the prospective employee to
gain confidence and gain employment.
At Manipal City & Guilds we are proud to
have had the opportunity to collaborate
with the British Council and Trinity College
London, alongside the three sector skills
councils in healthcare, hospitality and
construction, and with the research team
that have done the hard work on the ground.
We thank the NSDA for their guidance
and support to our work, and commend
the reports conclusions to the Nation for
consideration and implementation.
John Yates
CEO
Manipal City & Guilds
ACKNOWLEDGEMENTS
The authors would like to thank all the

representatives of the National Skills
Development Agency and the Sector Skills
Councils for their support and guidance
throughout:
Sangram Kiswani Biswal, Centre Manager

at Jan Kalyan Samitee in Cuttack
(Healthcare)
Shib Prasad Pati, Managing Director,

Vivekananda Hospital in Bhubhaneshwar
(Healthcare)
Pangkhuri Borgohain, Consultant, National

Skill Development Agency
Jyotsna Sitling, IFS, Joint Secretary

and Director General, Nationals Skill
Development Agency, Ministry of Skill
Development & Entrepreneurship
Jancy, Head of QA and Standards,

Construction Sector Skills Council
Sanjeeb Kumar Patnaik, Resort General

Manager at Mayfair Hotels in Puri
(Hospitality)
Mr S. Ramadorai, Chairman Nationals Skill

Development Agency, India
Ashish Jain, CEO, Healthcare Sector Skills
Council
Col. Ashwani Joshi, CEO of Construction
Sector Skills Council
Praveen Roy, CEO of Tourism and
Hospitality Sector Skills Council
We would also like to expressly thank the
following individuals and organisations from
the three different sectors who made this
research study possible, as well as all the
employees and trainees we interviewed and
interacted with.
Professor Kalyan Kumar Banerjee, Pro
VC at Gram Tarang, Centurion University,
Bhubhaneshwar (Hospitality)
Jyoti Joshi, National Head QA and

Standards, Tourism and Hospitality Sector
Skills Council
JP Rai, Former Director General, National

Skills Development Agency, New Delhi
Anita Rajan, COO Tata STRIVE
Bij Khokar, Head of Training, SRB

Promoters in Ghaziabad (Construction)
Dr Vijay Reddy, Head of MIHER (Max

Hosptals Training Arm) in New Delhi
(Healthcare)
Saswat Kumar, Business Head at Jan

Kalyan Samitee (Healthcare)
Nipun Sharma, Director, SRB Promoters in

Ghaziabad (Construction)
Veena Kumari, Head Academy Training

Manager, Bikanervala (Bikano) in New
Delhi (Hospitality)
Rupesh Chandra Tarafder, Training

Manager, IndiaCan Education Private Ltd
in Bhubhaneshwar (Hospitality)
Dr Asit Misra, Consultant and Head of

Training at MIHER Skills Academy in
Greater NOIDA (Healthcare)
Kuntal Vegad, Deputy General Manager,

Lemon Tree Hotel in New Delhi
(Hospitality)
Dr Bhushan Narula, Head Trainng &

Development, Dr Path Labs in Gurgaon
(Healthcare)
Anshu Verma, Manager Assessments,

Affiliation and Certification, Healthcare
Anant Prakash Pandey, P.S. to Chairman,

National Skill Development Agency
EXECUTIVE SUMMARY
INTRODUCTION
With two thirds of the regions population
below 30 years of age, employment and
employability is a top developmental priority
for South Asian countries. Many policy
making bodies view English as a core skill
and one that can impact socio-economic
opportunities such as employment and
mobility for the large and growing mass
of youth in South Asia, in a fast globalising
world.
In India, creating and formally adopting
a national framework of occupational
standards and qualifications through the
National Skills Qualifications Framework
(NSQF) is an important first step to improving
employability skills, up-skilling Indian workers
and ensuring that the quality of technical
and vocational education and training (TVET)
is standardised. This also ties in to the need
for meaningful recognition of achievement
of skills and knowledge, important for
employment and progression (vertical or
lateral) of workers and aspirants.
There is no mention of any language
(local, English or any other) in the National
Skills Qualification Framework. The NSQF
is language agnostic because of the
multilingual context in India, and this is
because India has 22 constitutionally
recognised languages and 11 scripts. Yet,
English is a core skill in many job contexts.
It is felt by a various range of stakeholders
that English needs to be brought into the

overall frame of qualification development.
'Communication skills' do feature in the level
descriptors and are very broadly defined
with the primary purpose of discerning
the level of the qualification and defining
progression requirements. However,
communication skills ideally should not be
used as a proxy for language competence
which, as this report illustrates, is separate
and would benefit from being defined
separately with a robust underpinning
complementary framework of its own. Also
the variance of the levels on a qualification
framework may not mirror language
progression levels.
Although English and communication skills
are being addressed on a bespoke basis
within each qualification separately, this
does not capture the variance of contexts
and therefore remains ambiguous in
relation to real job requirements. This can
make it challenging for training providers,
employers, employees or aspirants to know
specifically what level of English, vernacular
or range of languages are required for a
specific job role within a given context. The
same applies to communication and soft
skills.
RESEARCH OBJECTIVES
This research study addresses the following
two objectives identified by the English Skills

for Employability (ESfE) Think Tank2:
To evaluate if there is a need to develop a
new entry level within the context of the
Common European Reference Framework,
that recognises achievement at A0
(pre-A1) level.
To conduct action research with three
sectors construction, healthcare and
hospitality in order to develop a white
paper on how the linguistic levels of
the CEFR could be best integrated into
vocational qualifications developed under
the National Skills Qualification Framework
(NSQF).
RESEARCH ACTIVITIES AND

OBSERVATIONS
The research was conducted between
February and May 2015 through a detailed
observation and analysis of several job
roles within the construction, healthcare
and hospitality sectors. The sectors and
roles were chosen for capturing variance
within the contexts and ensuring these were
representative of the real and important
industry requirements.
An examination of the NSQF Qualification
Packs (QPs) for the selected roles indicated
that because of the way the NSQF
descriptors are designed (i.e. to allow broad
2. The ESfE Think Tank was set up by the British Council, the National Skills Development Agency (NSDA) and other Indian and UK stakeholders to address the
growing need of English language skills for employability in India.
8
comparisons to be made between learning

outcomes) it is possible that different
components of the qualification can be at
different levels on the NSQF. This is common
with qualification frameworks. Our research
highlights the risk that qualification packs
such as those studied, e.g. steward or
phlebotomy technician, may not fully reflect
English language capabilities, as the relevant
role is found in various work contexts within
the sector, including those where English
is not the lingua franca. As one example,
during a field visit to a restaurant in Delhi in
the context of this research, it was witnessed
that almost all work except for billing was
done in the local language, which required
most workers to almost never speak, read or
write in English. Since the restaurant served
a local cuisine, even the names of the dishes
were articulated in the local dialect.
In the Indian workplace English is used
variably depending on a number of factors.
While examining job roles for each sector in
more detail and interacting with employers,
employees and training providers, it was
clear that each sector had significant
differences and variations impacting the
use and requirement of English for effective
job performance. A uniformly applied
benchmark for English language skills
could run the risk of becoming too high (a
barrier for aspirants/workers) or too low
(insufficient for effective job performance)
for effective use within these differentiated
work contexts.
Therefore, we conclude that a single
framework for both vocational and language
competence may not be suitable. A
complementary framework for languages
would provide the flexibility in the
development of Qualification Packs to define
language requirements according to context
without fundamentally changing the level of
the NOS or the overall QP. The descriptors
within the National Occupational Standards

(NOS)-based Qualification Packs3 for each of
the job roles studied as part of this research
were mapped against the Common European
Framework (CEFR) language competence
levels.4 This was done to establish the level
of language competence expected from the
role incumbents (employees) in order for
them to perform the job well.
The NOSs state expectations under each
role related to language capability, whether
for English or for local language. These
were analysed for each skill under reading,
writing, speaking and listening, captured
for each job role and mapped against the
expected CEFR proficiency level that would
be required. They were then compared with
actual language used within the workplace
to arrive at an overall picture of actual
usage of English within the job roles in the
workplace.
SUMMARY FINDINGS
Employers do not use a shared framework
to communicate language requirements
to recruiters, their own team or new
employees. There are no defined
benchmarks for job requirements, training
or assessment and no regular support for
language learning.
All the employers interviewed during
this study stated that they did not have
a formal scheme or a well-defined plan
to sponsor or offer opportunities for
language learning of employees. Most
employees on the other hand were willing
to learn, and a quarter of them were even
willing to pay to learn the language.
Employers in most cases did not
have specific language training as
part of their regular practice for
developing employees. In many cases
language training was embedded into

communication training, soft skills
and technical training. In some cases,
especially in hospitality, such training was
attempted on occasions, but was not done
as part of a specific, outcome-based plan
or scheduled with any regularity. Many
workplaces did not provide any language
training for employees, though many
employees, when asked, said they would
take up such opportunities if they were
offered.
In one example of a healthcare
organisation where training opportunities
were provided to staff for development
on a regular basis, employees were
motivated by this and appreciative of the
opportunities. This was clearly evident
where different employees spoke highly of
this organisation and expressed gratitude
for the opportunities they had been
afforded to learn new things and develop
themselves. They stated this was unlike
their experience in a number of previous
organisations they had worked for and
that they would like to remain with this
organisation for a long time to come.
Across sectors the usage of English varies.
For example, in the healthcare industry
reading in English is required 100% of
the time, whereas in the construction
and hospitality roles it is required only
Some of the time (5560%) with workers
in construction saying that reading is
never required. This example shows the
unique requirement in each sector. Similar
differences can also be noted across
writing, speaking and listening.
In construction, one role, which is at a
higher NSQF level than the other two,
almost uniformly shows lower usage
levels of English across reading, writing,
speaking and listening. This is consistent
3. A Qualifications Pack comprises the set of Occupational Standards together with the educational, training and other criteria required to perform a job role. A
Qualification Pack is assigned a unique qualification pack code. www.nsdcindia.org/nos
4. The Common European Framework of Reference (CEFR) provides a description of language proficiency across the four skills of listening, reading, writing and
speaking and provides a common basis for the elaboration of language syllabi, curricula guidelines, examinations, textbooks, etc, across Europe. www.coe.
int/t/dg4/linguistic/Source/Framework_EN.pdf. The six levels defined within the CEFR are A1 (Breakthrough), A2 (Waystage), B1 (Threshold), B2 (Vantage), C1
(Effective Operational Proficiency) and C2 (Mastery). Each level has been provided with illustrative descriptors developed and validated for the CEF. www.
coe.int/t/dg4/linguistic/Source/Framework_EN.pdf
9
with our earlier findings of language

competence requirements when
compared between two sectors based on
content of the Qualification Packs for the
roles.
Even for the same role there are different
English language requirements because
the language is used differently across
the four skills of speaking, reading, writing
and listening, based on the employment
context and job content. This is also
evident when compared with the CEFR
levels.
Some of the different requirements for
English usage, and even levels, arise out of a
variance in the following:
Business segment (i.e. residential and
commercial repair and maintenance
roles in construction have more usage
of English than for building construction,
due to retail customer interaction
requirements, increased requirement of
paperwork, etc.)
Market/Customer segment served (i.e.
urban upscale units serving international
and upper-class customers in healthcare
require higher levels of language

competence than small town markets
serving largely middle-class domestic
customers)
Service format (i.e. a counter service unit
in the Quick Service Restaurant segment
requires less customer interaction
and therefore less usage of English as
compared to a table service restaurant)
Own capability and preference (i.e. in
construction a worker uses English for
some requirements as a matter of choice
and not out of necessity or expectation of
others. This may be due to the educational
and exposure levels of the worker)
It is important to note that qualifications
at the same level across the NSQF may
have varying English language capability
requirements. In some cases in actual
practice, people performing in jobs
corresponding to lower levels of the
NSQF have and require higher English
language capabilities than those in jobs
corresponding to higher levels on the NSQF.
This demonstrates that the level arrived at
for the Qualification Packs in relation to the
descriptors presented in the NSQF may not
necessarily reflect an accurate hierarchy of
language capabilities.
English language has a varying degree of
Often English language learning is considered

a part of technical training, communication
or soft skills. Trainers are often not language
teachers or specialised trainers themselves
and they also need support and professional
development.
10
importance and is not generally considered

to be a barrier for entry into jobs and
professions in certain, even dominant,
contexts within these sectors. In other
specific contexts, English is considered
important for effectively coping with preservice training and job requirements, with
a varying emphasis on different elements
(reading, writing, speaking and listening).
A similar requirement is reflected in the
context of progression, where based on
context it may or may not be important for
immediate progression from these roles,
though it is considered to be very important
for long-term career growth.
Often English language learning is
considered a part of technical training,
communication or soft skills. Trainers are
often not language teachers or specialised
trainers themselves and they also need
support and professional development.
Most incumbents (employees) interviewed
for the study (88%) were interested in
learning English, but only some of them
(27%) were actively doing something to
learn. The most commonly cited reasons for
not participating in learning opportunities
were lack of time and money, even though
24% of incumbents were willing to pay
personal money to learn the language.
RECOMMENDATIONS
A Common Indian Framework of
Reference (CIFR) covering all Indian
languages and English could be
developed as complementary to the
NSQF, using the model of CEFR and other
available or purpose-/context -referenced
can do5 statements, building on the work
of various international research projects
for language references.6 To support
this, the NSQF level descriptors could
be reviewed to distinguish and remove
references to linguistic skills, so that only
references to soft/communication skills
remain in the level descriptors.
Language competence, in both English
and other Indian languages, in QPs
should be separately levelled according
to the CIFR, allowing for distinctions
between geographical and other workrelated contexts in India.
The CIFR should include an A0 (Pre-A1)
level to capture job role-specific language
competence and serve as a recognised
language level. An assessment approach
and related tools would then need to be
developed for this level.
A further consideration, beyond the scope
of this paper, is the continued discussion
of how to benchmark and measure soft
skills within qualifications with a clearer
menu of competency and statement
descriptors.
RATIONALE AND WAY

FORWARD
The limited language guidance provided
by the NSQF requires that there is a
more relevant and usable framework that
serves the purpose to inform trainers,
learners, employers and assessors about
language requirements for employability.
This will reduce the complexity within the
development of qualifications and provide
stakeholders with the opportunity to
choose the most relevant level of language
capabilities required to be developed for
employability purposes. This will help in
setting logical, realistic and purposeful
expectations for learning, teaching and
progression.
Although the need for sector-specific
language does not necessarily mean a
lower level than A1, there is a rationale
and argument for adding A0 (pre-A1) level
to the CIFR as a first recognised language
level achievement. This was evidenced by
the minimum requirements of a second
language (such as English) for effective
job performance in certain contexts. This
would acknowledge achievement of specific
language competences that ought to
address the minimum required for dealing
with essential issues such as health, safety
and security, or providing assistance to
others. Currently, these are being ignored
in certain sectors and contexts and, as
evidenced from this study, are lower than A1

level requirements. This level of achievement
will also enable prospective and current
employees to feel confident about their own
language learning capabilities, which serves
for further engagement and willingness to
progress their learning. It is recommended
that this new level should have sectorspecific generic and contextual components
for it to be useful in the work context,
especially since a number of requirements
are very specific to the sector, i.e. technical
trade terms, routinised contextual
vocabulary or phrases.
Each sector can further define competences
appropriately. This recommendation arises
out of the variance in context, which, when
addressed through a singular standard
for language within a qualification, may
either create unjustified barriers to entry or
understate requirements that are considered
essential for job performance in certain
contexts.
The new CIFR framework suggested should
be developed from the ground up. This
is important, as each sector needs to
determine what they require in the Indian
work context. CEFR-like frameworks, are
usually context agnostic, even though there
are versions developed for work, tourist
and study7 requirements though not sector
specific; however, work contexts in sectors
may be fairly routinised in many cases. This
5. ALTE the Association of Language Testers in Europe is an association of providers of European foreign language examinations. Registered in 1992 as
a European Economic Interest Group (EEIG), it provides a context for transnational collaboration between some of the major international providers in the
field of language testing. From the outset, one of ALTEs main aims has been to establish common levels of proficiency in order to promote the transnational
recognition of certification in Europe. Work done in the furtherance of this aim is referred to as the ALTE Framework Project.

The aim of the ALTE Can Do Project is to develop and validate a set of performance-related scales, describing what learners can actually do in the foreign
language. The Can Do statements are multilingual, having been translated so far into thirteen of the languages represented in ALTE. These languages are:
Catalan, Danish, Dutch, English, Finnish, French, German, Greek, Italian, Norwegian, Portuguese, Spanish and Swedish. They constitute a frame of reference to
which different language exams at different levels can potentially be related.
www.cambridgeenglish.org/images/28906-alte-can-do-document.pdf
6. Swiss National Science Research Project, DIALANG Project, CEFR-J, et al.
7. The ALTE can do project produced 400 descriptors ranging for work, social and tourist, and study purposes. This resulted in a descriptor framework for
these specific broad contexts being produced aligned to the CEFR.
11
may allow for people to work with limited

and pre-defined working-level English or
other language competences.
In order to identify to what levels the
language requirements can be managed by
contextual language competences, the first
step in the development of any framework
would have to start with identifying work
contexts, context and levels of English or
other language usage prevalent. This will
result in higher validity of the descriptors
generated or identified and ascribed.
The framework needs to be useful for all
stakeholders, such as employers, learners
and trainers. Sectors could identify these
requirements based on their own sector
needs, expectations and practices and input
these on to a resultant sector framework.
A national level framework should emerge
from an aggregation of these rather than
from a top-down description. The sector
bodies in areas of demand could further
benefit stakeholders by informing them
which languages, including English, should
be focused on in which areas, for which
purposes and to what level. They could then
assist in the acquisition and recognition of
relevant language capabilities for learners,
by encouraging and supporting these
interventions where required.
For example, a hospital in the State of
Odisha valued employees ability to speak
12
in Bengali more than in English, due to their

predominant customer base of patients of
the neighbouring state of West Bengal. A
recognition of requisite language capabilities
in Bengali are likely to tip the employer in
favour of such a candidate, to the overall
satisfaction of all stakeholders involved
and utilisation of capabilities which could
potentially be laid to waste. Similarly, in
another context, a worker of the healthcare
sector in the National Capital Region
complained of having weaker English
language proficiency than a few years ago,
because of having worked for a number
of years in environments that didnt utilise
or require him to exercise his English
language capabilities. A recognition of his
language capabilities could have helped
him project them to prospective employers
where his skills would be better put to use,
again potentially to the improved overall
satisfaction of key stakeholders involved.
This will also help build understanding of
stakeholders who will engage with the
framework and its requirements at different
levels.
LIST OF ABBREVIATIONS AND ACRONYMS
Abbreviation/acronym
Full form
AVCE
Advanced Vocational Certificate of Education
ALTE
Association of Language Testers in Europe
CEFR
Common European Framework of Reference for Languages
CIFR
Common Indian Framework of Reference
CII
Confederation of Indian Industry
EEIG
European Economic Interest Group
ESOL
English for Speakers of Other Languages
EQF
European Qualifications Framework
GDA
General Duty Assistant
ILO
International Labour Organisation
LIS
Low Income States
LV
Low Voltage
MLT
Medical Lab Technician
NCR
National Capital Region
NOS
National Occupational Standard
NSDA
National Skills Development Agency
NSDC
National Skills Development Corporation
NSQF
National Skills Qualifications Framework
NVQ
National Vocational Qualification
QP
Qualification Pack
QCF
Qualifications Credit Framework
QA
Quality Assurance
QSR
Quick Service Restaurant
RCC
Reinforced Cement Concrete
SCQF
Scottish Credits and Qualifications Framework
SSC
TVET
Technical and Vocational Education and Training
13
TABLE OF CONTENTS
1. Background
15
6. Conclusions
59
2. Research objectives
16
6.1 Initial analysis
59
3. Methodology and approach
17
3.1 Methodology and approach
17
6.2 English for employment, career

progression and success
59
3.2 Question types
19
6.3 The case for A0 (pre-A1) level to be

added to the CEFR
61
3.3 Age and educational profile of interviewees
20
7. Recommendations
63
3.4 Triangulation and multi-method research
21
7.1 Including an A0 (pre-A1) level within

the CEFR
63
7.2 How the linguistic levels of the CEFR

(including the new pre-A1 level) could be best
integrated into vocational qualifications
developed under the National Skills Qualification
Framework (NSQF)
63
4. Scope and limitations
22
4.1 Sectors and English language needs
22
4.2 Geographical scope
23
4.3 Job roles
23
4.4 Employer type
24
8. Implications for further research
64
4.5 Stakeholders
25
Bibliography
65
4.6 Employee/trainee profile
25
Appendices
26
Appendix 1 Background on English Skills for

Employability Think Tank and rationale for the study
66
Appendix 2 Analysis of language requirements

within the NSQF EQF SCQF
67
Appendix 3 Hospitality sector - Employer types

and relevant job contexts in the sector
72
Appendix 4 Healthcare sector - Employer types

73
Appendix 5 Construction sector - Employer types

74
Appendices 6, 7, 8 Possible criteria for classifying

employment contexts within hospitality, healthcare
and construction sectors
75
Appendix 9 Common European Framework

Global Scale Descriptors
78
5. Key findings

5.1 Understanding and comparing the NSQF

descriptors with Qualifications Packs for the
selected roles

5.2 Comparison of language capabilities

across comparable NSQF level roles across
sectors

5.3 Comparison of language capabilities

across comparable NSQF level roles within
sectors

5.4 Comparing Qualifications Packs language

requirements to the CEFR and actual English
usage

5.5 Comparing language requirements

within the NSQF EQF SCQF
5.6 Observation and findings for training

requirements and learning English
14
26
30
31
35
55
55
1. BACKGROUND
This research study was recommended by

the English Skills for Employability Think Tank
(Appendix 1) and then commissioned by
a research committee comprising Manipal
City & Guilds, Trinity College London, the
British Council India, and the National Skills
Development Agency. This Think Tank was
set up in 2013 by the British Council and
the National Skills Development Agency
to debate the English language skills
gap in functional and workplace skills.
The Think Tank involved key participants
from government, Sector Skills Councils,
private and public organisations as well
as academic institutions committed to
working together to address the challenges
of providing quality English language and
skills development training to the large
numbers of young people in India seeking
employment.
A series of think tank meetings identified five

priority areas;
Standards and assessment
Curricula and content
Delivery mechanisms
Faculty and assessor development
Business and funding models
Languages would be helpful in terms

of workplace entry as well as possible
progression opportunities. In order to do this
it was decided to look in detail at job roles
within three specific sectors to produce a
narrow, in-depth study to enable a clearer
understanding of issues and realities on the
ground.
that were further debated through a number

of round table discussions.
As a logical next step to these discussions,
it was decided to commission this research
study in order to better understand how
English language was actually being used
in the workplace. The main purpose of
this research was to investigate whether
introducing an additional lower level of
benchmarking based on the Common
European Framework of Reference for
15
15
2. RESEARCH OBJECTIVES AND QUESTIONS
The research aimed to address the following

questions:
What languages (English and vernacular)
do employees within the selected job
roles currently use in the workplace and
for what tasks?
How and where did those individuals
acquire these skills?
If taught, by whom and in which formats
(school, online, on-the-job, face-to-face,
structured language courses, one-on-one
tutoring, etc.)?
Is there a perception that English might
be a potential barrier to entry and to
promotion for individuals in these roles?
These questions in turn inform the overall
research aims:
To evaluate if there is a need to develop a
new entry level of linguistic achievement
within the context of the Common
European Reference Framework, that
recognises achievement pre-A1 level.
To conduct action research with three
sectors (construction, healthcare and
hospitality) in order to develop a white
paper on how the linguistic levels of
the CEFR could be best integrated into
vocational qualifications developed under
the National Skills Qualification Framework
(NSQF).
The NSQF is relatively new in India. Creating
and formally adopting a framework of
standards through the NSQF is an important
first step to up-skilling Indian workers and
ensuring that the quality of vocational
education is standardised.
Currently language levels and

communication skills for vocational
qualifications within the NSQF are described
only in a broad context. This can make it
challenging for training providers, employers
and employees to know what level of
language is required for a specific role.
The Common European Framework (CEFR)
is a recognised framework of reference
for describing language proficiency. It was
designed to provide a transparent, coherent
and comprehensive basis for the elaboration
of language syllabuses and curriculum
guidelines, the design of teaching and
learning materials, and the assessment of
foreign language proficiency. It is used in
Europe, but also in other continents, and is
now available in 39 languages.
Mapping language related to job roles
against this framework is a useful exercise
because it also helps to sharpen the focus
on employment-related aspects of language
learning.8 This can in turn better help and
support education and training providers so
that their language training programmes are
more pragmatic and results-focused.
There is a need for a clearer language
framework for vocational qualifications
which will help to inform trainers, learners,
employers and assessors about the
relevant language requirements for
employability. This will In turn help to
reduce any complexity with development
of qualifications. A framework also provides
stakeholders with the opportunity to
choose the most relevant level of language
capabilities that need to be developed
8. ec.europa.eu/languages/policy/strategic-framework/documents/languages-for-jobs-report_en.pdf
16
for employability purposes. This will help

in setting logical, realistic and purposeful
expectations for learning, teaching and
progression.
This research report aims to address the two
objectives through a detailed observation of
several roles within the chosen industries,
analysing the data obtained and using this to
make recommendations. To this end over 99
employers, training providers and employees
were interviewed.
Some of the preliminary discussions
connected with the research project also
outlined the need to show the research
study as a model in terms of focus and
methodology, so that this might be
replicated within other sectors and job roles
across the country to arrive at relevant and
better conclusions.
This project was limited in its scope and
resourcing and was focused on a narrow
but critical aspect of the need for success
in employability interventions and related
planning. The purpose was to highlight how
penetrative studies can be used to draw
out critical evidence for specific action,
as opposed to generalisable findings or
commentary. This focus and corresponding
objectives, balanced with need, context and
limitations, defined the overall approach of
the study.
3. METHODOLOGY AND APPROACH
This section of the report details the

methodology used and approach taken to
address the two research objectives and
four research questions presented in the
previous section.
3.1 METHODOLOGY AND

APPROACH
The methods used to undertake this study
included the following.
Interviews: The primary methodology
was to conduct in-depth interviews with a
range of stakeholders to get their views
and ensure that there was clarity on
questions asked and responses. Given
the limited sample size it was extremely
important to ensure the responses
were well understood and necessary
clarifications on both sides provided for

accurate understanding. Responses were
recorded and transcribed so that they
could be referred to for accuracy and
any quotes that helped to substantiate
findings.
Questionnaires: Questionnaires were
developed to standardise the range of
questions to be asked. These were used
as a template and provided guidance
for the interviews conducted. These
questionnaires were developed for
trainers, employers and incumbents in
each role.
Secondary research: Research was

conducted on various reports and studies
in relation to various aspects of this study.
These included reports on language
frameworks, English for vocational and
employment purposes, migration and
employment reports, etc.
The following structure, including four
phases, were finalised for carrying out the
research, relying on a penetrative, pragmatic
and collaborative approach as Table 1
shows:
Focus Group Discussions: Focus group

discussions were held with a number of
employees in the job roles selected for
the study. This was done with a set of preselected questions.
17
17
Table 1: Four phases of the research

Phase of research
Approach and considerations
Phase 1: Preparatory phase

collecting and researching background
information and preparation of
research tools, methodology, scope
and schedule
This was done taking into consideration the core objectives of the study derived from previous
Think Tank meetings and briefings. Other important considerations were limitations of time
and cost, value proposition for key stakeholders and related contextual factors and influences.
Therefore research into areas such as labour migration, composition of the sectors, voluminous
and dominant job roles within the sector, etc. were included in the scope of the study.
Phase 2: Fieldwork
Fieldwork included face-to-face interviews and focus group discussions. Questionnaires were
used to guide the researchers for individual interviews with key stakeholder categories and for
focus group discussions. Both researchers conducted most of these interviews together during
two sets of field visits in February and March 2015 in Delhi and Odisha.
This phase involved developing a comprehensive picture of the key sectors and assessing what
is happening on the ground. The field research included interviews and meetings with employers,
training providers and other stakeholders in order to create case studies and guidelines of how
the skills can be developed in different phases of an individuals learning pathway in each sector.
Phase 3: Secondary and desk-based

research
This included comparing skill descriptors related to language and communication in the
qualification packs for each role researched and mapping these against the Common European
Framework for Languages.
The NSQF descriptors were also compared with the European Qualifications Framework (EQF),
Qualification Credit Framework (QCF) and the Scottish Credit and Qualification Framework (SCQF)
to discern similarities and variances between these.
Phase 4: Data analysis, conclusions,

recommendations and report writing
This phase included aggregating, interpreting and assimilating the data gathered in order to
reach logical conclusions and relevant recommendations.
Key objectives of the study were addressed and the case for our recommendations was
developed and presented.
It is important to bear in mind the various audiences for whom this research study will be
relevant and recommendations have been made for different stakeholders. The scope of
recommendations has been increased in order to make the study more valuable and to highlight
critical related aspects.
18
Table 2: Key stakeholders and relevant

aspects of study
Stakeholders relevant to the study
National Skills Qualification Framework
NSQF (NSDA)
National Occupational Standards and
Qualification Pack content (SSC)
Employer expectations and practices
(employers)
Recruitment practices and entry level
barriers (recruiters and employers)
Current workforce capabilities, job
requirements, promotion and entry
level guidelines and practices, language
development of employees
Aspiring workers and future employment
pool, existing capabilities and gaps,
candidate background (aspirants, parents,
training providers and educators)
Figure 1: Range of stakeholders impacted by this research study
3.2 QUESTION TYPES

Focus group discussions, visits and
interviews
Questionnaires for employers, employees
and training providers were created
and validated in the field. Focus group
discussions were conducted with employees
where possible, as well as a range of
interviews. The full questionnaires are
available on request and all interviews and
focus groups were recorded and transcribed
in full.
The summary below shows the range of
question types and what we hoped to find
out by using them:
Open-ended questions: These were
used for finding out broad information;
for example, a students motivations for
learning the language (which may include
a range of responses) can help us ask a
follow-up question. These questions were
used where unbiased and complex views
were to be uncovered.
Closed questions: These were used for

eliminating or choosing options and for
getting more background information
from the interviewee. For example, the
level to which they may have studied or if
they have ever participated in/completed
a formal language learning course; or if
their employers have ever provided them
with a formal opportunity for language
development.
Likert scale questions: These types
of questions were used to understand
the interviewees level of satisfaction
and usage with their current language
capabilities for professional success in
their current occupation, or the level of
support they get from employers for their
professional development.
Semantic differentials: These were
used where expected relative and
perceived opinions were to be uncovered.
For example, How important do you
consider English language capabilities for
succeeding in your career aspirations?,
where at one end of the scale would be

not important at all and on the other end
absolutely critical.
Dichotomous questions: These included
yes or no questions. Example: Are you
aware of the CEFR?
Ranking order questions: These were
used to find out preferences where
interviewees had to rank responses
in a specific order. Example: Rank the
following options which you think are
most effective ways to acquire language
learning capabilities, with 1 being most
effective, 2 the next best alternative
Multiple-choice questions: These were
used to encourage the respondent to
select the most likely/preferred option
from a range of finite options.
19
3.3 AGE AND EDUCATIONAL

PROFILE OF THE
INTERVIEWEES
The majority of respondents across the
job roles were under the age of 30, which
reflects the average for India: over 60%
of the population is under 30 years old.
Roughly a quarter of those spoken to were
graduates, a further 35% had reached the
end of secondary school and the remaining
40% spread out of lower schooling with
10% with no schooling at all and a further
11% with schooling only up to the ninth
grade. While this is not to reflect on the
composition of the workforce, these
numbers are to highlight the diversity of
the interviewees included in the coverage
of the study. The incumbents interviewed
across the three sectors included 29 from
hospitality, 13 from healthcare and 21 from
construction.
Chart 1: Age profile of the interviewees
Source: Primary research data from all sector employees interviewed; N=63
Chart 2: Educational profile of the interviewees
Source: Primary research data; N=63
20
3.4 TRIANGULATION AND

MULTI-METHOD RESEARCH
The research methodology focused on
multi-method research and triangulation9 for
the purposes of arriving at conclusions and
verifying findings.
Data triangulation, investigator triangulation
and method triangulation formed part
of the methodology of planning and
implementation. This was particularly
important due to the limited, focused,
but narrow and deep, scope of the study.
Between-method triangulation was used for
most aspects of the research, with a limited
application of within-method as well.
This triangulation of the data was important
because the methodology did not involve
direct standard-based testing of employees.
Language testing was not done in this study
because the purpose was not to define
absolute levels of English but rather to study
the variances and to better understand
how English was actually being used in the
workplace.
9. The use of triangulation can be traced back to Campbell and Fiske (1959) who developed the idea of multiple operationism. They argued that more than
one method should be used in the validation process to ensure that the variance reflected that of the trait and not of the method. Thus, the convergence or
agreement between two methods enhances our belief that the results are valid and not a methodological artefact (Bouchard, 1976: 268).

This kind of triangulation is labelled by Denzin (1978: 302) as the between (or across) methods type, and represents the most popular use of triangulation.
It is largely a vehicle for cross-validation when two or more distinct methods are found to be congruent and yield comparable data. For organisational
researchers, this would involve the use of multiple methods to examine the same dimension of a research problem.
21
4. SCOPE AND LIMITATIONS
Defining the scope of any research project

is vital in order to arrive at a set of valid and
reliable conclusions. Since this was to be a
relatively small-scale study with time and
cost limitations, it was decided to make the
scope of the research narrow and focused.
It was therefore important that the samples
were as far as possible representative of the
sector and also the variance within it, given
the fact of the vastness of the country.
4.1 SECTORS AND ENGLISH

LANGUAGE NEEDS
The project scope, therefore, had a bearing

on the methodology chosen. Given the
limitations, it was decided not to administer
actual standards testing for establishing
CEFR equivalences of the roles that were
examined. Instead a mapping exercise was
undertaken using the NSQF descriptors
for language and communication skills
for a specific job role. These were then
mapped to the CEFR descriptors for that
level and compared with what was actually
encountered on the ground when interacting
with employees and trainees, in line with
the triangulation methodology outlined in
section 3.4.
They are significant industry sectors with

relatively large numbers of employees
entering each industry.
The scope had the following elements,

outlined below:
4.1 Sectors and English language needs
4.2 Geographical scope
The sectors (construction, healthcare and

hospitality) were selected largely by the
English Skills for Employability Think Tank
group and were further validated while
defining the overall scope.
These sectors were chosen for the following
reasons.
Each has a range of employer categories

that reflect the range of employment roles
within the sector.
Each has both organised and unorganised
elements, defining unorganised (informal)
sector as consisting of all unincorporated
private enterprises owned by individuals
or households engaged in the sale
and production of goods and services
operated on a proprietary or partnership
basis and with less than ten total
workers10
Each sector has different English language
needs:
-- In hospitality sometimes there is a
tendency to assume that English is
4.3 Job roles

4.4 Employer type
4.5 Stakeholders
4.6 Employee/trainee profile
10. 'The Challenge of Employment in India An Informal Economy Perspective', NCEUS, 2009
22
largely relevant because of the high

level of roles connected with guest
interaction as well as globally integrated
systems of reservations, business tieups, etc. These require communicating
with international audiences.
-- In the construction industry the
assumption is that English language
skills are not very relevant since large
amounts of on-site labour tend to only
require communication with internal,
back-of-the-house workers, who are
mostly and often only conversant
with the local language.
-- In healthcare the assumption is that
the need for English language skills
varies based on client-facing roles
and back-of- house roles. The need
may also vary depending on whether
the provider works with domestic or
international clients. In this sector the
assumed lingua franca is English.
Therefore a key purpose of this research was
to further examine these assumptions by
exploring and establishing actual language
use and practices within each industry in
relation to the development of language
capability levels.
4.2 GEOGRAPHICAL SCOPE

The geographical scope of the study was
limited to the state of Odisha and the Delhi
National Capital Region (NCR). NCR also
includes areas such as Gurgaon, Ghaziabad,
NOIDA, Greater NOIDA (Gautam Budh Nagar)
and Faridabad. Within these the scope
included locations between Tier I (Delhi and
NCR), Tier II (Bhubaneshwar) and Tier III
(Cuttack and Puri) cities.
These areas were selected because they
were felt to be sufficiently contrasting in
terms of the following.
Migration: Odisha is one of the states
from where there is large migration taking
place for employment purposes. A section
of this also favours Delhi and NCR as its
destination, particularly in the sectors
selected for this study. Given the focus
of the study it was considered important
to capture the impact of language
on mobility and employment in these
two regions.11 There was a need felt to
understand relevant migrant education
levels, language demands that may be
placed on candidates for employment
purposes and whether requirements at
different levels nudge people towards

learning Hindi or English, as well as what
media, support and opportunities they
might have for learning.
Language: A key factor in selecting
Odisha was that, while Delhi is part of
the Hindi-speaking belt with over 80%
speaking Hindi, Odisha forms part of the
non-Hindi part of the country with less
than 10% speaking Hindi.12 It is important
to understand whether L1 (first language)
makes an impact on employment, English
language learning and usage, because
Odia is the L1 in Odisha, spoken by 85%
of the population,13 and Hindi is the L1 in
Delhi and NCR.
Demographics: Odisha is a state based in
East India and is considered to be one of
the Low Income States (LIS) of the country.
It also has a significant rural and tribal
population as compared to Delhi and NCR,
where the urban population exceeds the
rural population significantly.
Apart from broad geographic location, the
scope also explored locations between Tier
I (Delhi and NCR), Tier II (Bhubaneshwar) and
Tier III (Cuttack and Puri) cities.
4.3 JOB ROLES

The following job roles were selected in
consultation with project stakeholders:
Construction: Senior Quality Assurance
(QA) Technician, Assistant Electrician and
Shuttering Carpenter
Hospitality: Steward, Room Attendant and
Front Office Associate
Healthcare: Medical Lab Technician,
Phlebotomy Technician and General Duty
Assistant
These roles were selected because they had
the following areas in common which were
likely to contribute to the depth and focus of
the study:
The roles are dominant in that they
either have the most numbers within
organisations relative to other roles, or
they are roles where there are the highest
numbers of employees within and across
the sector.
Entry level positions and in some cases
the next logical level of progression.
The roles are across comparable NSQF
levels.
The roles are present in both the
organised and the unorganised sector (10
or fewer employees). Organised/Informal
formal sector roles only.
Each has a mix of front-end and back-end
roles.
11. Odisha state migration report Studies, Stories and Canvas (July 2014) - p 18-23: , July 2004
12. Graddol, D. (2006)
13. www.orissa.gov.in/people/language.htm, n.d.
23
23
The roles are found within typical/most

types of employers within the sector.
These roles are core sector function roles
(not support or generic cross-sector
function roles).
The roles are inclusive (i.e. gender, age,
special needs, etc.).
Table 3: Job roles selected for study (NSQF level-wise and sector-wise)
NSQF Levels
Hospitality
Healthcare
Construction
Level 3
Room Attendant
Assistant Electrician
Phlebotomy Technician
Shuttering
Carpenter System
(Final)
Steward
Level 4
Front Office Assistant

Level 5
4.4 EMPLOYER TYPE

The employers interviewed were typical
employers within the sector, with a mix as
follows:
Table 4: Criteria for selection of
employers across sectors
Sr. QA Technician
sector refers to those enterprises whose

activities or collection of data is not
regulated under any legal provision or who
do not maintain any regular accounts.15
These are typically small businesses and

enterprises with fewer than ten employees.
Table 5 below shows the range of employers
and training providers interviewed:
Table 5: Sector-wise list of employers/training institutions covered in the study
Mix of employers representing
Sector
Employers/Training Institutions interviewed
Size
Primary
Clientele
Category
Served
Type of
Business
Hospitality
Large
International
Niche
Medium
Domestic
Integrated
Smal
Local
Diversified
Healthcare
Construction
Training centre in Ghaziabad catering for underprivileged workers in

the unorganised sector
Workers from the unorganised and organised sector in Ghaziabad
Sector Skills Council for the sector
There was a mix of organised and

unorganised sector employers chosen for
the study across each of the three sectors.
This was important in order to get a more
appropriate view of employment, which
even, according to differing estimates,
converge to state that the majority of the
workforce is employed in the unorganised
sector. By one estimate in a 2005
International Labour Organisation published
study, the unorganised sector employs about
86% of the workforce.14 The unorganised
14. T.S.Papola, (2014)

15. www.arthapedia.in/index.php?title=Informal_Sector_/
Unorganised_sector
24
Resort hotel in Puri

Premium brand of mid-scale hotel in Delhi
Economy brand of mid-scale hotel in Delhi
Mid-range food service chain outlet, organised sector in Delhi
Mid-range food service standalone outlet in the unorganised sector
in Delhi
Two training institutes catering to the under-privileged segment in
Bhubaneshwar, Odisha: one delivering customised training for an
employer, the other delivering generic training
High-end hospital and training centre in Healthcare, Greater Noida
Low-end training centre in Cuttack, Odisha
Leading chain of diagnostic testing in Gurgaon
Unorganised stand-alone diagnostic centres in Gurgaon
Collection centre in Gurgaon
Mid-range hospital in Bhubaneshwar, Odisha
4.5 STAKEHOLDERS
4.6 EMPLOYEE/TRAINEE
PROFILE
The scope of stakeholders defined relevant

to the study and the numbers of each
interviewed are as follows:
Table 6: (Category-wise) Stakeholders interviewed for the study
Stakeholder
Number of interviews
Employers (HR managers/Training managers)
11
Supervisors, Line managers
Employees within each selected role (29 Hospitality, 13

Healthcare and 21 Construction)
63
Training institution representatives
12
Sector Skills Council representatives
National Skills Development Agency (NSDA)
TOTAL
99
Including recruitment agencies within the

scope was considered; however, interactions
with employers revealed that recruitment for
the roles examined was either done directly
or through referrals and direct applicants.
While the approach was to undertake a

random selection, it was also intended to
include in the sample employees/trainees
that reflected and captured workforce
diversity in terms of the following:
age (actual participants ranging from
1945 although the majority were under
30 years old which reflects the context
accurately)
educational attainment (actual
participants ranging from no schooling to
postgraduates)
gender (both male and female)
mother tongue/states (at least from a few
different states and native speakers of
different local/regional languages)
years of experience.
25
25
5. KEY FINDINGS
The key findings in relation to this study

focus on an initial examination of the NSQF
descriptors and job role as well as the
Qualification Packs developed by each
sector in line with the national standards16
(www.nsdcindia.org/nos). These were then
compared with what was seen in the field.
Further descriptors within the National
Occupational Standards (NOS) Qualification
Packs for each of the job roles studied were
mapped against the Common European
Framework (CEFR) language competence
levels. This was to establish the level of
language competence expected from the
employee in order for them to perform the
job well. This prepared the groundwork for
comparing these with findings from the field
work.
5.1 UNDERSTANDING AND

COMPARING THE NSQF
DESCRIPTORS WITH QPs FOR
THE SELECTED ROLES
There are a number of descriptors at each
level in the NSQF, organised under the
following categories:
Process Required
Professional Knowledge
Professional Skill
Core Skill
Responsibility
Language and communication form part of
the core skill category.
At Level 3 the descriptor relevant to
language and communication capabilities
on the NSQF states:
Communication written and oral with
minimum required clarity
on the NSQF states:
Language to communicate written or oral
with required clarity
on the NSQF states:
some skill of collecting and organizing
information, communication
An EU project team17 organised the level

descriptor into a summary, integrated
narrative to make it easier to interpret.
Relevant extracts from the document are
provided below.
NSQF LEVEL 3
Summary
Individuals employed to carry out these
job roles will be expected to be able to
communicate clearly in speech and writing
and may be required to use arithmetic and
algebraic processes.
NSQF LEVEL 4
Summary
Individuals employed to carry out these jobs
will be expected to be able to communicate
clearly in speech and writing and may be
required to use arithmetic and algebraic
processes.
NSQF LEVEL 5
Summary
Individuals employed to carry out these jobs
will be expected to be able to communicate
clearly in speech and writing and may be
required to apply mathematical processes.
They should also be able to collect and
organise information to communicate
about the work. They will solve problems
Source: Extract from the National Skills

Qualification Framework Notification, GOI, 27
Dec 2013 (www.skilldevelopment.gov.in)
16. www.nsdcindia.org/nos
17. India-EU Skills Development Project: Guidance on Levelling Qualifications in the NSQF version 1/19 Dec 2014
26
by selecting and applying methods, tools,

materials and information.18
Implications for the study
1.
2.
best fit applicable, means there can be

overlap between levels.
3.
There is no mention of any language

(local, English or any other) in
the NSQF . The NSQF is language
agnostic because of the multilingual
context in India because India has 22
constitutionally recognised languages
and 11 scripts.19
The descriptors at Level 3 and 4 are not
sufficiently differentiated or specifically
detailed to embrace English language
competences, in part due to (1) above
and also because most qualification
frameworks have broad descriptors and
having a set of five descriptors (as in
the Indian NSQF) with the principle of
Given the same logic above, the

descriptors are not sufficiently detailed
for a common or shared understanding
of specific language competences.
This makes it challenging to use the
framework alone to accurately define
language competences for informing
prospective or current training
providers, employers or learners.
In order to understand and highlight the

differences between qualifications across
sectors and levels and their correlation to
the NSQF descriptors, qualifications at Level
3 and Level 4 were compared across two
different job roles in different sectors and
relevant NSQF descriptors.
The following two roles were randomly
selected: Shuttering Carpenter at Level 4
and Room Attendant at Level 3. This is set
out in Table 8.
Overlap between qualification levels in

practice, as opposed to principle, is common
especially at Levels 3 and 4 where there
is considerable overlap of competence,
as the example from the UK Qualifications
Framework shows (see Table 7).
Table 7: Extract from UK Qualifications Framework

4
Vocational
certificates/
diplomas
Certificates of
higher education
Specialist learning involving detailed

analysis of a high level of information
and knowledge for people working in
technical and professional jobs, and/
or managing and developing others
Vocational
certificates/
diplomas NVQ3
A-levels
Ability to gain and apply a range of

knowledge, skills and understanding;
involves obtaining detailed
knowledge and skills; appropriate for
people wishing to go to university,
people working independently, or
those supervising and training others
Advance
Vocational
Certificate of
Education (AVCE)
18. India EU Skills Development Project NSQF User Interface National Skills Qualification Framework
Levels version 1/19 Dec 2014
19. Guidance for using level descriptors within the Qualifications and Credit Framework Qualifications
and Credit Framework QCDA (2010)

www.tdil-dc.in/index.php?option=com_vertical&parentid=1&lang=en, n.d.)
27
Table 8: Comparison of NSQF level descriptors and related job role QP content related to language skills
Shuttering Carpenter (Level 4 NSQF)
Room Attendant (Level 3 NSQF)
NSQF
Descriptor

Communication written and oral with minimum required clarity
Reading and
Writing
The user/individual on the job needs to know

and understand how to:
write in one or more language, preferably
the local language at the site
The user/individual on the job needs to know and understand how to:
read and interpret instructions, procedures, information and signs
relevant to housekeeping activities in the workplace
read one or more language, preferably the

local language at the site
read and interpret information correctly from various job specification

documents, manuals, health and safety instructions, etc. applicable to
the job in English and/or local language
read sketches/routine working drawing or

instructions provided for the work
complete documentation accurately
read various sign boards, safety rules and

safety tags , instruction related to exit
routes during emergency at the workplace
document call logs, reports, task lists and schedules with co-workers
list out the assigned works and targets
read and interpret signage, e.g. Do not disturb, Clean the room to
know customers requirements
read communication from co-workers,

superiors and notices from other
departments as per requirement of the
level
fill safety formats for near miss, unsafe
conditions and safety suggestions
read sign boards, notice boards relevant to
safety
Oral Communication
(Speaking and
Listening)
interpret and follow operational instructions and prioritise work
The user/individual on the job needs to know

and understand how to:
speak in one or more language, preferably
one of the local languages at site
prepare status and progress reports
read and understand essential information

communicate essential information in writing
write effective communications to share information with the team
members and other people outside the team
read and comprehend basic content to read labels, charts, signage
read and write an accident/incident report in local language or English
The user/individual on the job needs to know and understand how to:
discuss task lists, schedules, and work-loads with co-workers
question customers appropriately in order to understand the nature of
the problem and make a diagnosis
listen and follow instructions given by the

superior
check and clarify task-related information
listen and follow communication shared

by co-workers regarding standard work
processes, resources available, timelines,
etc.
communicate with people in respectful form and manner in line with

organisational protocol
communicate effectively with co-workers

and subordinates
listen to instructions/communication
shared by site EHS and superiors regarding
site safety, and conducting tool box talk
communicate reporting of site conditions,
hazards, accidents, etc.
liaise with appropriate authorities using correct protocol
avoid using jargon, slang or acronyms when communicating with a

customer, unless it is required
follow instructions accurately
use questioning to minimise misunderstandings
communicate with people in respectful form and manner in line with
organisational protocol
use gestures or simple words to communicate where language
barriers exist
communicate effectively with others when carrying out housekeeping
tasks
actively listen to discuss requirements of the customer
give clear commitments to customers
keep customers informed about progress
28
NSQF
Descriptor

Communication written and oral with minimum required clarity
communicate essential information to colleagues face-to-face or

through telecommunications
question others appropriately in order to understand the nature of the
request/complaint
question co-workers appropriately in order to clarify instructions and
other issues
give clear instructions to co-workers, subordinates, others
This example highlights the fact that the

actual language capabilities and usage as
expected and listed in the QP at a higher
level (Level 4 in this case) in one sector is
actually lower than as listed in the QP at a
lower level (Level 3 in this case) in another
sector. This is because the needs of the role
are different and is another explanation of
why the framework is not very detailed.
For most levels capabilities are usually

grouped together, i.e.:
mathematical and numerical ability
environmental awareness and
understanding
decision making (higher levels).
Language capabilities tend not to influence
the overall level of the qualification.
The guidance notes provided by the EU Skills

team support this:
NSQF level descriptors are designed to
allow broad comparisons to be made
between outcomes of learning and it is
not the case that every qualification will or
should have all of the characteristics set
out in the level descriptors.
Where a qualification is made up of
clearly distinguished parts or components
(such as modules, units or courses), the
individual parts of the qualification can be
at different levels.
It may also happen that different aspects
of a component of a qualification are at
different levels. So, for example, different
outcomes of a unit might match different
NSQF levels, or an outcome might require
skills at one level and knowledge at a
different level, and so on.20
20. India-EU Skills Development Project -Guidance on levelling qualifications in the NSQF, Dec 2014
29
5.2 COMPARISON OF
LANGUAGE CAPABILITIES
ACROSS COMPARABLE
NSQF LEVEL ROLES ACROSS
SECTORS
When language ratings of incumbents

as collected from field research were
compared, for job roles at the same level it
was found that each sector had a significant
relative variance of English language
capability as Chart 3 below shows:
Employees were asked to rate themselves

on their level of English language in relation
to their respective job role.
Chart 3: Data from all sector employees at Level 3 and 4 roles

In order to explain this variance further
we explored the educational profile (as a
factor) of the people interviewed within
the sectors. In the construction sector
there was perceptible alignment with the
language capabilities, both at high and low
levels. In the healthcare sector, however,
the educational profile was more towards
the higher end of the spectrum; and in the
30
hospitality sector, it was clustered in two

segments, middle to lower and the higher
segment.
If educational profile was the only factor
that explained the variance then we could
assume that healthcare should have shown
a greater level of language capability than
hospitality, but this was not the case.
Chart 4: Educational profile of employees interviewedacross sectors
We found that in order to understand the

desired and actual language capabilities,
it was important to better understand the
context of operations within each sector.
Highlighted below are the primary field
research findings pertaining to relevant role
language capabilities within each sector and
the corresponding context variances. These
findings are from how employees across the
different sectors rated their own language
capabilities in relation to their job role during
our interviews. The findings are supported
by what was found to be the case in the field.
HOSPITALITY
The English language competences selfratings for a front office associate (Level
4) were at a higher level than those of a
(Level 3) room attendant and steward.
5.3 COMPARISON OF
LANGUAGE CAPABILITIES
ACROSS COMPARABLE NSQF
LEVEL ROLES WITHIN SECTORS
The front office associates interviewed

were from hotels, as were the room
attendants. Even though these were
spread across different geographical
locations, they were still from the
organised sector: medium to large hotels
with a similar service format, though the
clientele varied to some extent.
Interviewees in the three sectors were

asked to rate their own English language
capabilities. These also reflect different
levels of competence.
The applicants were given a rating scale

and were asked to rate themselves on
their overall English language capabilities.
The clear distinctions required further
exploration to try to establish the reasons
for such variance and its implications.
The sectors characterised by various
contextual differences within which these
roles are embedded.
Chart 5: Rating of language capabilities across sectors
The stewards interviewed were from

hotels, stand-alone restaurants and
Quick Service Restaurant (QSR) chains. In
each of these segments employees had
significantly different self-rated levels of
language competences. Observations
from discussions with employers further
verified and supported the rationale that
the variances were due to the types of
customer served and the service formats
adopted by the establishment. These led
to different recruitment standards and
requirements for English.
In terms of location when stewards in
hotels across different locations were
compared, the urban capital city location
stewards did not always rate themselves
higher than a relatively smaller town.
31
As seen in the analysis of the sector there

exists variance of English proficiency
ratings, across various job contexts. These
findings are based on field observations and
incumbent views in the field. It is of course
well accepted that it is difficult to draw
valid conclusions from self-ratings alone.
Therefore, as mentioned in section 3.4,
triangulation was important in this study and
it has helped to establish relative variance
and indicative range of potential causes,
but not absolute levels or definite causes.
So while a further detailed investigation
is recommended for arriving at specific
categories or reasons for variance, for
the purposes of this study the level of
investigation allows us to substantiate
conclusions and recommendations.
Chart 6: Hospitality English language capabilities across job roles
Source: Primary research data of hospitality workers; N=29

Chart 7: Average rating of a steward across locations
Some of the reasons for this variance could

also include or be contingent upon the
following factors:
Norm - Perhaps stewards in the smaller
city rated themselves higher because the
benchmarks they were using were informed
by generally lower standards of language
competences as seen in their environment,
with co-workers, etc. They may have rated
themselves more highly than metropolitan
city workers who have a higher comparable
benchmark and examples in their working
environment.
Work experience - It was found that the
workers in the Odisha hotel tended to be
generally more experienced than workers in
the Delhi hotels.
Source: Primary research data; N= 11

Chart 8: Average self-rating across locations
Available talent - Hiring standards of the

hotels vary based on the available talent
pool in the region relative to the options for
employment for those with better language
capabilities. One would also have to explore
the salary expectations in relation to the jobs
available and capabilities of the workers.
The hotel visited in Odisha is one of the
leading hotels in the city, thereby perhaps
attracting the best talent in the city, whereas
the Delhi hotel was probably competing with
other more or equally luxurious and upscale
hotels.
Source: Primary research data; N = 15
32
CONSTRUCTION
Chart 9: Construction English language self-ratings across job roles
In the construction sector the following

observations were made.
A level 4 shuttering carpenter had much
lower English language competences than
the Level 3 assistant electricians.
A significant number of workers
interviewed in the construction segment
were illiterate and could not read or write
in English or their local language.
Most of these workers had not undergone
any formal structured training and had
learned their trade from others on the job.
The workers addressed reading and
writing requirements through a teambased approach, drawing on each other
for support if they needed to read or write
documentation for the role.
When asked about reading safety signage,

the workers responded by stating that
they used the images on signage to
understand its purpose and they relied on
others in their environment to point out
and explain the meaning of these.
Senior QA technicians at Level 5 could
all work in English. While they were
not tested for accuracy and level of
complexity, they used English for report
writing and they read plans, manuals and
gave instructions in English.
33
HEALTHCARE
Chart 10: Healthcare English language self-ratings across job roles
The following was observed in the healthcare

sector.
a)
All the workers had completed formal

schooling.
b)
All work carried out involved some

English and all reading and writing was
done in English. All pre-service training
course materials and reference books
were in English.
c)
The NSQF level of English of a

phlebotomist and medical lab
technician was at a higher level than
a general duty assistant but quite
comparable to each other as the role
was performed by many incumbents
interchangeably. The role of medical lab
technician was seen to have a higher
status within the hospital and/or lab
settings; in some hospitals and labs
the same person was performing both
roles.
Chart 11: Average rating across Healthcare roles
When the self-reported language ratings of

these roles across locations were compared,
a significant difference in ratings was
discovered verified by our observations of
language used in the field, with the urban
Delhi and NCR having ratings much higher
than Odisha for all job roles:
34
5.4 COMPARING
QUALIFICATION PACK
LANGUAGE REQUIREMENTS
TO THE CEFR AND ACTUAL
ENGLISH USAGE
The descriptors within the National
Occupational Standards (NOS) Qualification
Packs for each of the job roles interviewed
were mapped against the Common
European Framework (CEFR) language
competence levels. This was to establish
the level of language competence expected
from the employee in order for them to
perform the job well.
The NOSs state expectations under each
role related to language capability, whether
for English or for local language. These
were analysed for each skill under reading,
writing, speaking and listening. These skills
requirements have been captured for each
job role and mapped against the expected
CEFR proficiency level that would be
required for job performance. This was then
cross-referenced with actual use of English
language within the workplace.
Table 9: Job roles across sectors and NSQF levels

NSQF Levels
Hospitality
Healthcare
Construction
Level 3
Room Attendant
Steward
General Duty
Assistant
Level 4
Front Office
Assistant
Phlebotomy
Technician
Medical Lab
Technician
Shuttering Carpenter System
Level 5
Senior QA Technician
COMMON EUROPEAN FRAMEWORK

The language examples are based on the British Council benchmarking exercise for English
language in the workplace conducted in Sri Lanka in November 2013.21 This work focused
on examining workplace use of English language. Another study conducted in India by
Confederation of Indian Industry and the University of Cambridge22, this involved testing
workers in the services sector, including from the tourism, retail and hospitality sector. Both
these studies were used as a reference point for examining the English language observed
from interacting with employees, the interviews and the Indian workplaces we visited.
21. In November 2013 the British Council undertook a benchmarking exercise across various industries in Sri Lanka mapping the language used within these job
roles to the CEFR. Benchmarking methodology: We interviewed around 24 members (representing roles) of the staff at the Participating Company.

We asked questions on the four skills of English (Reading, Writing, Listening and Speaking) to find out:
when and why they used English at work
what exactly they needed to communicate about
what level of complexity the issues were that they used English to communicate in, on the basis that the more complex, the higher the level of language
competence they would need
who they used English to communicate with and what the expectations of those (internal and external customers) were in terms of language
competence.
22. Walker, Ms Christine and Blackhurst, Dr Andrew; ESOL Examinations report on Benchmarking English language skills required for entry level jobs in the Indian
services sector
35
Table 10: English language competences as described in the NOS and mapped to the CEFR
Speaking
Writing
Reading
Listening
CEFR Level
B1
B1
B1
B1
Table 10 shows the language levels within the CEFR mapped to the communication and language descriptors set out in the Qualifications
Pack. However, the actual requirement of English within the job role is lower than B1.
Industry: Construction
Role: Shuttering Carpenter System NSQF Level 4
Carpenter System is responsible for making shutters and assembling system formwork for Reinforced Cement Concrete (RCC) structures
such as columns, beams, slabs, walls, foundations and other similar structures. The individual should have good knowledge of safe working
practices.
Skill
Descriptor in NOS
Mapped to CEFR levels

proficiency level required
Actual use in workplace tested by

researchers
Speaking in
English
Speak in one or more language,

preferably one of the local languages
at site (English is not specified)
B1
The group of Shuttering Carpenter

trainees that were met spoke virtually
no English.
Communicate reporting of site

conditions, hazards, accidents, etc.
Example:
Comment: No descriptions here of what

kind of language to be used.
These descriptors are not tested as
part of the qualification.
Is confident to speak about routine

matters.
Can hold conversations about daily
issues using simple language.
The only Carpenter who said that

there was English speaking required
sometimes only was one who offered
services to retail customers as well.
There will be lots of grammar

mistakes, inaccurate choice of
words and hesitations, and the more
complex or less routine the issue
being discussed, the more strained,
inaccurate and hesitant they will
become.
This indicates that if B1 were

compulsory to get a job then English
may be a barrier to entry. However,
from our observations although the
NOS descriptor was aligned to B1 the
English actually used in the workplace
was not.
It will often be necessary to change

to the mother tongue sooner or later
if communication is not to break
down.
Writing
English
Write in one or more language,

preferably the local language at the
site
Fill safety formats for near miss, unsafe
conditions and safety suggestions
Comment: not specified if this is English
or not and this descriptor is not tested
B1
Is confident enough to speak, write
about and understand routine
matters.
Example:
Can write emails and texts about
daily issues using simple language.
mistakes and inaccurate choice of
words.
36
The group of Shuttering Carpenters

that were spoken to, had limited to
no English writing skills and many
were not literate even in their own
native language. This meant that
many were operating in the job even
without being at even at a minimum A1
English. Wherein the job requirement of
language capabilities expected as per
the qualification pack is B1. This means
that incumbents English proficiency
ranges from pre-A1 level to potentially
B1 level.
Skill
Descriptor in NOS

Actual use in workplace as tested by

researchers
Reading English
Read one or more language,

site.
B1
The group that were spoken to had

very limited reading skills although one
or two were able to cope with routine
signage.
Comment: English not explicitly

mentioned.
Read sketches/routine working
drawings or instructions provided
for the work; read various sign
boards, safety rules and safety tags,
instruction related to exit routes
during emergency at the workplace.
Read communication from
team members regarding work
completed, materials used, tools and
tackles used, support required.
Listening and
understanding
The user/ individual on the job

needs to know and understand how
to:
Listen and follow instructions given
by the superior
Communicate reporting of site
conditions, hazards, accidents, etc.
Comment: English not explicitly
mentioned.
This area is tested within the
qualification but likely to be in the
local language.

matters.
Example:
Can understand the main points
of clear standard input on familiar
matters regularly encountered in
work.
Can deal with most situations likely
to arise.
B1
Is confident enough to understand
routine matters.
The group explained that they would

rely on other team members with better
English language skills to help them with
reading.
This meant that many were operating
in the job even without being at even at
a minimum A1 English. Wherein the job
requirement of language capabilities
expected as per the qualification pack is
B1. This means that incumbents English
proficiency ranges from pre-A1 level to
potentially B1 level.
Most respondents in the construction
sector stated that they rarely needed
to be able to listen in English in the
workplace.
The only circumstances for listening
in English arise when materials lists
or specific technical terms are being
used, such as beams, angle, tools and
quantities of materials, etc.
B1. This means that incumbents English
potentially B1 level.
37
Speaking
Writing
Reading
Listening
CEFR Level
B1
A2
A2
B1
Pack for an assistant electrician. However, the actual requirement of English within the job role observed is lower than A2/B1.
Industry: Construction
Role: Assistant Electrician NSQF Level 3
Assistant Electrician will be assisting Level-4 electrician or superior in electrical work for the installation, repair, and maintenance of
temporary LV electrical connections at the construction sites and permanent connections at residential and commercial buildings. The
individual will be engaged in laying conduits for Low voltage (LV) single phase wiring with appropriate selection and use of hand and power
tools efficiently.
Skill
Descriptor in NOS


researchers
Speaking in
English
Speak in one or more language,

preferably one of the local language
at site
B1
Orally and effectively communicate

with team members
Example:
Communication with team members as

specified in the Qualification Pack is likely
to be in local language and as long as
they are able to communicate effectively
between them there really may not be
a great need for them to speak English
unless they are working in the residential
services sector and need to use English
to respond to customers who speak
only English. The feedback here from
the respondent was that they are able to
respond and get their message across,
albeit with less fluency or grammatical
accuracy.
Orally communicate with co-workers

regarding support required to
complete the respective work
Comment: No clear descriptors here
of what kind of language to be using.
Tested under teamwork:
Interact and communicate effectively
with co- workers, superiors and
subordinates across different teams.
Support co-workers, superiors and
subordinates within the team and
across interfacing teams to ensure
effective execution of assigned task
Writing in
English
Write in at least two languages,

site and basic English.
List out the assigned works and
targets
Fill safety formats for near miss,
unsafe conditions and safety
suggestions
Comment: English is specifically
mentioned here.
38
Is confident to speak about routine

matters.
Can hold conversations about daily
words and hesitations, and the more
complex or less routine the issue
being discussed, the more strained,
inaccurate and hesitant they will
become.
It will often be necessary to change
to the mother tongue sooner or
later if communication is not to
break down.
A2
Has learned some basic English.
Can greet, ask for and give simple
information: what someone wants,
who s/he wants to see, invite them
to sit, say if someone is in or not,
where to go within a building, count,
tell the time, talk about prices etc.
Can communicate in simple and
routine tasks requiring a simple and
direct exchange of information on
familiar and routine matters.
English writing required was more in the

organised sector where maintenance of
residential and commercial properties was
being looked at.
In the building construction segment
writing in English was not required except
in a case where a person voluntarily used
English for the preparation of material lists
for example.
Skill
Descriptor in NOS


researchers
In the maintenance sector the electricians
use English quite often, especially
for reporting, for checklists and for
requisitioning of materials, etc. Most
writing did not require connected
sentences. Where required there was
a greater need to understand specific
technical vocabulary and some general
English terms in order to be able to
complete forms and lists as described.
This reflects a requirement and usage
of pre-A1 level of English achievement
which suffices for job performance in this
context.
Reading in
English
Read in at least two languages,

site and basic English
Read and interpret manufacturers
specifications, guidelines, SLDs as
per applicability
Read and interpret safety sign
boards, signage, tags, etc. provided
at workplace
Read instructions related to exit
routes during emergency
Read communication from coworkers, superiors and notices
from other departments as per
requirement of the level
Comment: English is specifically
mentioned here and likely relates
to manufacturer specifications,
signage and so on and less likely to
necessarily relate to communication
between co-workers.
A2
Has learned some basic English.
Can understand sentences and
frequently used expressions
related to areas of most immediate
relevance. Again this is likely to
be specific technical vocabulary
related only to the job.
English writing required was more in the

organised sector where maintenance of
residential and commercial properties is
part of the job.
In the building construction segment
writing in English was not required except
in a case where a person voluntarily used
English for reading of material lists, or in
some cases drawings etc.
If an employee did not have sufficient
English there was a tendency to rely
on other team members to check
understanding.
In the maintenance sector the electricians
use English most of the time, especially
for reading status reports, checklists,
requisitions, logbooks, invoices, etc.
Most writing did not require connected
sentences, though some parts did. There
was a greater need to understand specific
technical vocabulary and some general
English terms in order to be able to
complete forms and lists as described.
A2. This means that incumbents English
potentially A2 level.
39
Skill
Descriptor in NOS

Actual use in workplace as observed by

researchers
Listening and
understanding
Listen and follow instructions/

communication shared by superiors/
co-workers regarding team
requirements or interfaces during
work processes.
B1
Comment: unknown if this would be in

English or not.
Can hold conversations about

daily issues using simple
language.
Most respondents in the building

construction sector stated that they never
needed to listen to English at work and
respondents in the residential maintenance
sector said they only needed this some
of the time. Interaction between workers
and supervisors is in local language; only
occasional customer interactions require
some English listening comprehension.
Is confident to speak about

routine matters.
Example:

words and hesitations, and the
more complex or less routine the
issue being discussed, the more
strained, inaccurate and hesitant
they will become.
It will often be necessary to
change to the mother tongue
sooner or later if communication
is not to break down.
This meant that in the building constructions

sector many incumbents were operating
in the job even without requiring even
a minimum A1 English level of listening
proficiency, whereas in the residential
sector it is of a higher level. Wherein the
job requirement of language capabilities as
expected is the qualification pack is B1. This
means that incumbents English proficiency
levels range from pre-A1 level to potentially
B1 level.
Phlebotomy Technician
Speaking
Writing
Reading
Listening
CEFR Level
B2
B2
B2
B2
Pack for a phlebotomy technician. It was found that the language used within the job role reflected a B2 level. However, there was still likely to
be variation in the spoken English required depending on where the healthcare worker is based geographically. The requirements for writing
and reading English are likely to be the same. It was found that training for this sector also varied significantly.
Industry: Healthcare
Roles: Phlebotomy technician Level 4
Individuals in this job need to draw quality blood samples from patients and prepare those specimens for medical testing..
Skill
Descriptor in NOS


researchers
Listening and
speaking in
English
Identify characteristics of effective

communication
B2
Use of English in the healthcare industry

at this level depends heavily on where
the technician is working while visiting
Odisha it was found that healthcare workers
predominantly use local language and dont
need to use English at all.
Demonstrate effective
communication techniques
Distinguish between patterns of
communication when communicating
with patients of all ages, supervisors,
and peers/co-workers
Discuss requirements with colleagues
Interact with a supervisor if required
40
Can communicate spontaneously

and fluently on most issues,
including non-routine and
complex ones, without strain and
without needing to revert to the
mother tongue.
Skill
Descriptor in NOS


researchers
Avoid using jargon, slang or acronyms

when communicating with patient/
donor, colleagues or the medical
officer
There will still be noticeable

inaccuracies in grammar and
choice of words, especially
when dealing with the more
complex issues; however, these
will seldom prevent the message
coming across.
In Delhi, team interactions were all in the

local language, though all technical terms
were spoken and heard in English.
Use proper manner for greeting and

interacting with patients
Discuss the protocol for preparing a
patient for laboratory testing
Interact with the patient
Collect all necessary information
regarding the patients condition
Collect personal information
regarding the patient, like his/her
address
However, in the urban private hospitals

and some clinics there is a greater need
for English, especially for customer
interaction. Apart from general greeting,
they need to ask questions regarding basic
personal information like name and age.
The technicians also needs to understand
customer queries regarding process and
concerns as well as to be able to answer
customer queries on safety precautions and
pass on basic instructions such as:
to be seated, wait, extend their arm, to apply
pressure, collect reports from the reception
at stated time and date.
Calm the patients through kind words

and gentleness
In many cases this was done with limited

fluency and grammatical accuracy as told by
the supervisor.
Comment: some of these

communication descriptors relate
to softer skills, i.e. effective
communication techniques and calm
the patient through kind words and
gentleness there are no descriptors
in place for what these might look like
in practice.
The level observed in upscale private

hospitals was much higher compared to the
low-end hospitals.
Comment: in the NOS these were

listed in the descriptor under both
listening and speaking skills so they
are replicated here in this way for the
same reasons.
Writing in
English
Write at least one local/official

language used in the local community
Write well enough to be classified as
literate
How to verify patient info and patient
records and update them
Record information in LMIS
Complete all written communication
Match and send all required
paperwork to the appropriate office
B2
mother tongue.
In the healthcare industry all documentation,

manuals and guidance are in English. There
is a requirement to complete documentation
related to work using English and to
understand complex medical terminology.

coming across.
41
Skill
Descriptor in NOS

Keep records carefully

researchers
Training for those entering this job role
varies greatly. One training provider
that runs accredited courses (Bharat
Sevak Samaj), which include English and
basic IT, uses a freelance trainer for the
English language component. Although
students there are keen to learn English,
attendance is poor due to the lessons not
being sufficiently interesting by their own
acknowledgement. The centre did not
see the need for English for employment
or further progression but more for the
purpose of learning technical trade terms.
There were no clearly defined outcomes
for language competences. The primary
purpose of the training was for work
placement.
Label samples clearly

Perform basic clerical tasks and assist
patients as needed
Document reports, task lists, and
schedules
Prepare status and progress reports
Speaking
Writing
Reading
Listening
CEFR Level
B2
B2/C1
B2/C1
B2
Pack for a medical lab technician. It was found that the language used within the job role overall reflected a B2/C1 level. However, there is
still likely to be variation depending on where the healthcare worker is based geographically for spoken English. In non-urban locations the
requirement for speaking English is virtually non-existent thus rendering the level much lower on the CEFR. The requirements for writing and
reading English are likely to be the same.
Roles: Medical Lab Technician Level 4
The Medical Laboratory Technician performs complex tests for diagnosis, treatment and prevention of disease. These professionals are
responsible for supporting and assisting doctors and scientists in their day-to-day healthcare work in a variety of roles. They function
as the main support to biomedical scientists in pathology laboratories. They are also sometimes responsible for imparting training and
supervision to the staff.
Skill
Descriptor in NOS


researchers
Listening and
speaking in
English
Listen and understand information

and ideas presented through spoken
words and sentences
B2
Use of English in the healthcare industry

at this level depends heavily on where the
technician is working. In Odisha it was found
that the medical lab technicians in a local
hospital predominantly use local language
and dont need to use English at all.
Communicate effectively with all

individuals
42

mother tongue.
Skill
Descriptor in NOS


researchers
Listen to and understand information

words and sentences

coming across.
However in the urban upscale private sector

there is a greater need for English because
of medical tourism and an international and
urban upper-class clientele. A medical lab
technician in the unorganised sector did not
require as much and displayed a much lower
listening and speaking ability of the language,
even in an urban setting. Their English
language spoken and listening requirement
was largely limited to technical terms in
conversation with lab staff.
Communicate the important

information to patient and co-workers
effectively
Provide information to supervisors,
co-workers, and subordinates by
telephone or in person
Communicate information and ideas
in speaking so others will understand
Listen to and understand information
words and sentences
Speak at least one local language
Discuss task lists, schedules and
workloads with co-workers
Give clear instructions to patients and
co-workers
Keep patient informed about
progress
Avoid using jargon, slang or acronyms
when communicating with a patient
Comment: some of these
communication descriptors relate
to softer skills i.e. communicate
effectively with all individuals - there
are no descriptors in place for what
these might look like in practice. There
is also some overlap i.e. communicate
so that others will understand,
communicate information to
effectively and avoid using jargon
or slang. There is an emphasis on
listening skills in terms of interaction
and interpersonal skills too.
Comment: In the NOS these were
listed in the descriptor under both
listening and speaking skills so they
are replicated here in this way for the
same reasons.
43
Skill
Descriptor in NOS


researchers
Writing in
English
Communicate effectively with others

in writing as needed
B2
Written communication skills are very

important in the healthcare industry because
of the need to keep and maintain accurate
records.
Record the unusual findings

mother tongue.
Communicate effectively with others

in writing as indicated by needs of
the task
C1
Document and maintain records of

blood collection
Record information in LMIS
Provide information to supervisors,

co-workers, and subordinates in
written form
Enter, transcribe, record, store or
maintain information in written or
electronic/magnetic form
Write clearly and concisely
Use effective written communication
strategies
Record the significant changes
and process while performing the
procedure
Ensure that laboratory results are
accurately documented and retained
in accordance with existing legislation
Provide written requests for
additional supplies when required
Write effective communications to
share information with the team
members and other people outside
the team
Comment: some of these skills
also include IT skills regarding the
recording and storing of information.
There are no clear descriptors for
communicating effectively with
others in writing or for writing clearly
and concisely.
44
Can communicate smoothly

and effortlessly on all matters
in highly accurate and
sophisticated language.
There may be the very
occasional minor error in
grammar or choice of word,
(and these may in fact be the
accepted norm with English
usage in India), but these will be
virtually unnoticeable and very
rarely interfere with the accuracy
of the message.
There is a requirement to complete

documentation related to work using
English and to understand complex medical
terminology. In this sense reading and writing
skills are inextricably linked and both are
needed to a high level, possibly higher than
speaking or listening, and this is certainly
the case in local hospitals where English
may not be spoken but records are still
maintained in English. The same was visible
even in the unorganised sector where all
reports produced in the lab were in English
as well, as much as the customer information
captured in forms.
Skill
Descriptor in NOS
Mapped to CFR levels


researchers
Reading in
English
Read and understand information and

clinical notes presented in writing
B2
As mentioned above there is a requirement

to complete documentation related to work
using English and to understand complex
medical terminology in healthcare. A lack of
skill here could lead to serious errors.
Read and understand handling and

storage instructions on the labels
of laboratory materials such as
reagents, dyes, preservatives and
cleaners

mother tongue.
Read the MSDS (Material Safety

Datasheet)
C1
Read and comprehend user manuals

to ensure familiarity with the
functioning of laboratory equipment
Read and understand information and
ideas presented in writing
Read and understand patients'
hospital care records or medical files
for information which validates or
explains test results
Read and comprehend standards
of practice, laboratory policies
and procedures, health and safety
guidelines and other regulations
and standards to ensure processes,
procedures and practices are
compliant with industry standards
and institutional requirements

grammar or choice of word,
usage in India), but these will be
virtually unnoticeable and very
rarely interfere with the accuracy
of the message.
In this sense reading and writing skills are

inextricably linked and both are needed to
a high level, possibly higher than speaking
or listening, and this is certainly the case
in local hospitals where English may not be
spoken but records are still maintained in
English.
The same was visible even in the unorganised
sector where all reports produced in the
lab were in English as well, as much as the
customer information captured in forms.
Read and comprehend manuals and

internal reports to evaluate their
accuracy and quality
45
Speaking
Writing
Reading
Listening
CEFR Level
B2
B1
B1
B2
Pack for a general duty assistant. It was found that the language used within the job role reflected a lower level as workers rely on templates
for completing written documentation. This is also acknowledged within the NOS and there is a recognition that the healthcare worker at
Level 3 may not have sufficient English skills and so they are encouraged to check with supervisors accordingly.
In higher-end hospitals GDAs tended to have higher aspirations in terms of career progression and they saw English as vitally important for
this.
Roles: General Duty Assistant Level 3
A General Duty Assistant provides patient care and helps maintain a suitable environment. Some of the key responsibilities of the General
Duty Assistant are to provide patients daily care, patients comfort, patients safety and patients health needs.
Skill
Descriptor in NOS

Actual use in workplace as

tested by researchers
Listening
and
speaking in
English
Discuss procedures with the patient and make

him/her feel comfortable
B2
Speaking and listening in English

depends entirely on hospital
location, local language and patient
demographic. If the General Duty
Assistant is working in the private
health sector and dealing with a lot

Discuss the dressing procedure with the patient including non-routine and complex
ones, without strain and without
and make him feel comfortable
needing to revert to the mother
Take verbal orders from the provider
tongue.
Answer the questions that patients have with
regard to their dressing needs, including the
inaccuracies in grammar and choice
type of clothing
of words, especially when dealing
Explain to the patient the dressing procedure
with the more complex issues;
while performing it to minimise resistance and
however, these will seldom prevent
reduce pain
the message coming across.
Inform the ward nurse on completion of the
procedure
Answer questions that patient may have
Understand and respond to patients questions

during the feeding process
Motivate the patient to consume recommended
amount of food to hasten healing
Motivate the patient during elimination to avoid
subsequent spoiling or repeats
Check frequently with patient about their
elimination needs
Explain to the patient what is happening and
where he is being moved
Communicate with the patient and count till
three so that the patient knows when to move
Instruct the patient on what to do during the
transferring process
46
of English-speaking patients he/

she will need to be able to speak in
English. Our observations of GDA
in Odisha were fairly contrasting
with the GDA in upscale hospital
in Delhi. The GDA in Odisha was
barely able to speak in English.
In one such case a General Duty
Assistant at a leading Hospital
just outside Delhi which also has
a large in-house training institute
spoke with relative higher level
of English compared to other
GDAs in the hospital and sees
English as extremely important
to his career growth. His spoken
language capabilities were
significantly higher than that of the
GDA in Odisha as observed by the
researchers and indicated by the
self-ratings.
Skill
Descriptor in NOS

Actual use in workplace as

tested by researchers
Most GDAs aspire to become
supervisors and housekeeping
department heads in the hospital
and they see the importance of
English in those roles as critical.
Check with the patient if he/she is comfortable

regularly during the transferring process
Listen patiently
Provide feedback (verbal and non-verbal) to
encourage smooth flow of information
Comment: Emphasis on listening and
communicating effectively one-to-one with the
patient: communicate effectively with patient at
every stage of procedure
Writing in
English
Use templates for recording all information

related to the patient for all procedures, i.e.:
Record observations made during the
procedure on the template
Record changes in odour, texture or colour of
the elimination on the template
Record and report the output quantity on the
template
B1
matters.
Can hold conversations and write
emails and texts about daily issues
using simple language.
Record when and where the patient is being

moved, in case of GDA not able to write the
needs to inform the provider and get that
recorded Comment: It is not entirely clear what
is meant here. Also see this example:
Although, as for other roles in

healthcare, English is important for
reading and writing, for this role
it is required at a basic level and
templates are used.
However, it is still vital for the
role to be able to understand
and be comfortable with medical
terminology. In terms of vocabulary,
this is likely to be above B1 level,
but in terms of actual use and
manipulation of language for
written communication, lower.
Record and report infection control protocols

in case GDA has the required skills to capture
that else inform the provider to record
Record and report communications received
and sent on the template
Reading in
English
Read the doctor/nurse instructions and

interpret it correctly and confirm that with
nurse before taking any action
Read the procedures and if the individual is not
able to then seek the help of nurse
Comment: There is acknowledgement here that
the worker may not be able to read accurately
though not clear if this is related to literacy
or another reason. Below the descriptor also
mentions checking with nurse or doctor before
taking action:
Know the patient by registration number and
name while being moved/transferred from/
within the hospital
B1
matters.
emails and texts about daily issues
using simple language.
But also overlap with A2:
Can understand sentences and
frequently used expressions
related to areas of most immediate
relevance
Reading is important as for other

roles in healthcare, but there is an
acknowledgement here that this
skill may not be sufficiently high for
the GDA to carry out their work
there is reference to checking with
others and seeking help if the skill
is not sufficient.
They are expected to read
instructions, labels and signage.
Follow instructions as specified in the patient

file and seek the help of provider if not having
the skills
Follow instructions as specified in the patient file
in case GDA has reading skill otherwise take the
instructions from nurse
47
Speaking
Writing
Reading
Listening
CEFR Level
C1
A2/B1
A2/B1
C1
Pack for a front office associate. Because this role is so customer-facing it can clearly be seen that a higher level of English is required for
this role and this was verified by what was found in the field.
Reading and writing skills are confined to very specific and formulaic documentation. What is interesting here is that in the Qualification Packs
there are significant sections on interpersonal skills, team skills, self-management skills and communication skills. Although all the QPs have
these additional softer skills, for this role in particular they are far more due to the high interaction expected with customers.
Industry: Hospitality
Role: Front Office Associate NSQF Level 4
The individual at work is responsible for representing the hotel, receiving the guest, handling guest registration processes, room allocation
and attending to any guest requirements. It also includes performing cashiering processes and handling guest accounts during stay.
Skill
Descriptor in NOS

Actual use in workplace as tested

by researchers
Speaking and
listening in
English
Communicate effectively with guests and

respond to their queries
C1
This is a highly customer-facing role

and in hospitality a high level of
English is required to work in a front
office role. All workers spoken to
in this role acknowledged the high
level of English required and this was
supported by employers.
As to be
expected for
this sector there
are numerous
communication
skills
competences
expected of this
role.
Communicate with people in respectful

form and manner in line with organisational
protocol
Interact in language the guest is comfortable
with
Develop a rapport with customers
Listen carefully and interpret their
requirement
Suggest possible solutions to customer
Discuss with front office associate on guest
and room details
Ask more questions of customers and
identify their needs
Possess strong knowledge of the product,
services and market
Brief the customers clearly
Communicate with the customers in a polite,
professional and friendly manner
Build effective but impersonal relationship
with the customers
Comment: This is the actual wording from the
descriptor impersonal is probably not what
was intended but professional interpersonal
Listen actively in a two-way communication
48

grammar or choice of words
usage in India), but these will
be virtually unnoticeable and
very rarely interfere with the
accuracy of the message.
However, it is not just English that is

vital within this role but also the softer
skills of communication and customer
care which are inextricably bound up
with language.
In both locations it was found that
employees in customer-facing
roles needed English for speaking
purposes. Employers and employees
alike responded that this role required
spoken English most of the time.
Skill
Descriptor in NOS

Actual use in workplace
A2
The reading and writing required for

this job role is predicted and specific
to the industry with routine forms and
documentation.
Be sensitive to the gender, cultural and

social differences such as modes of
greeting, formality, etc.
Avoid interrupting the customers while they
talk
Ensure to avoid negative questions and
statements to the customers
Inform the customers of any issues or
problems beforehand and also on the
developments involving them
Seek feedback from the customers on their
understanding as to what was discussed
Interact with team members to work
efficiently
Communicate effectively with supervisor
Communicate effectively with the customers
by building a good rapport with them
Reading and
writing in
English
Read and interpret instructions, procedures,

information and signs in the workplace
Interpret and follow operational instructions
and prioritise work
Complete appropriate documentation
Fill guest registration form by getting details
from guests
Read job sheets, company policy documents
and information displayed at the workplace
Read notes/comments from the supervisor
Comment: These skills are grouped together
as they are set out in the NOS in this way also
They can read and write very

simple emails and notes, or
complete logs requiring a few
routine words and phrases.
Overlapping to B1 - Is confident
enough to write about and
understand routine matters.
The documentation is very specific

to the role and the level of English
needed here is lower than that of
speaking.
Can write emails and texts

about daily issues using simple
language.
words, and hesitations, and the
more complex or less routine
the issue being discussed, the
more strained, inaccurate and
hesitant they will become.
49
Room Attendant
Speaking
Writing
Reading
Listening
CEFR Level
A1
A1
A1
A1
Pack for a room attendant. From talking to employees it was clear that their English language levels were very basic or non-existent and that
they were taught rote phrases and vocabulary for use in the workplace and are often unable to progress beyond these as no further training
is given once they are in the role.
Role: Room attendant NSQF Level 3
A room attendant identifies housekeeping requirements, procedures and gathers resources for the guest rooms and defined areas,
completes assigned housekeeping tasks and monitors and maintains cleanliness and tidiness at the workplace.
Skill
Descriptor in NOS

Speaking and
listening
Discuss task lists, schedules, and workloads

with co-workers
A1
Workers in this role are likely to

have been taught set phrases such
as Can I clean your room now? or
Good morning, Maam the workers
spoken to at the Lemon Tree Hotel
in Delhi had only very basic English
some may have been at A0 (pre-A1)
level. However, it was not evident that
speaking English would necessarily
help them progress in their careers.
Question customers appropriately in order

to understand the nature of the problem and
make a diagnosis
Check and clarify task-related information
Liaise with appropriate authorities using
correct protocol
protocol
Avoid using jargon, slang or acronyms when
communicating with a customer, unless it is
required
Follow instructions accurately
Use questioning to minimise
misunderstandings
Use gestures or simple words to
communicate where language barriers exist
Communicate effectively with others when
carrying out housekeeping tasks
50
Has picked up and memorised a

few words and phrases
Hello, Yes, No, My name is
Ajith, Can I help you? Does
your room need cleaning?
May be able to read and write a
few words, but cannot hold even
a short conversation.
The NOS has a lot of references

to self-management in terms of
time management, dress code and
following set orders and procedures,
avoiding distractions, etc.
Skill
Descriptor in NOS

Reading and
writing

information and signs relevant to
housekeeping activities in the workplace
A1
All documents, manuals and signage

in the hospitality industry are in
English and require the ability to
read and write in English. This
documentation is likely to be fairly
formulaic using templates and
predictable information.
These were
grouped
together in the
NOS

and prioritise work
Comment: Prioritising work is a softer skill
Can understand and use familiar

everyday expressions and
very basic phrases aimed at
the satisfaction of needs of a
concrete type.
Complete documentation accurately
From our observations it was difficult

to tell if interviewees had basic
English reading and writing skills.
Employers told us that they train
employees in these skills so that they
can cope with documentation within
their work. However, this does not
mean that they have a corresponding
level of English to do this. It is possible
that for those employees with very
low levels of English this could be a
barrier to entry. However, it was found
that employers do not test English
reading and writing skills during the
recruitment stage.
Read and interpret information correctly

from various job specification documents,
manuals, health and safety instructions, etc.
applicable to the job in English and/or local
language
Comment: Note first reference here to
English
Steward
Speaking
Writing
Reading
Listening
CEFR Level
B2
B1
B1
B2
Pack for a steward. As can be expected speaking and listening skills for customer-facing roles are higher than reading and writing required.
Although reading and writing skills are sector-specific, speaking with customers and dealing with their needs requires an ability to respond
spontaneously as well as an array of softer skills connected with problem-solving and decision-making.
Steward - Level 3
The role involves serving food and beverages to guests of the hotel, restaurant or banquet function. It entails greeting and seating of
guests, taking down their orders, providing them with requisite tableware, food and beverage items and any other related accompaniments,
and then clearing used dishes and settling the customers accounts as per procedures.
Skill
Descriptor in NOS


by researchers
Speaking and
listening
Communicate effectively with others when

carrying out tasks
B2
This particular role could be across

different contexts: in the NOS it
states that this role could be in
any one of these contexts: hotels,
travel and tours, restaurants, facility
management and cruise liners.
Discuss task lists, schedules, and workloads

with co-workers
Question customers appropriately in order
to understand the nature of the problem and
make a diagnosis

mother tongue.
Check and clarify task-related information

51
Skill
Descriptor in NOS


by researchers
Liaise with appropriate authorities using

correct protocol

coming across.
The extent of English used and

required for this role is again
dependent on context and how much
communication is with the customer
and how much with co-workers.

protocol
Avoid using jargon, slang or acronyms when
communicating with a customer
Actively listen to customers
Give clear commitments to customers
Keep customers informed about progress
Communicate essential information
to colleagues face-to-face or through
telecommunications
Note: This has been mapped

at B2 because of some of
the spontaneous nature of
communication required as well
as the high level of appropriate
interpersonal skills.
Question others appropriately in order

to understand the nature of the request
complaint
The Sector Skills Council also referred

to the importance of context in this
interview extract:
If we can identify what is it, how
do we identify what levels does he
require. So First, what is his (her) job
title? (Second), how often does he
(she) speak, so what is his complexity
of English that he (she) needs to use,
what the frequency that he (she)
has to use. Third, who are his (her)
target audience? So he is catering
for domestic or local does he require
that kind of input but if he is dealing
with, so say for e.g. If I am a guide in a
religious site where I get most of the
domestic, local language-speaking
people I might not need to use so
much of English. But if I am a guide
at a monument which attracts major
international clients then having the
same job role might require different
levels of English. So that depends on
the target group that I am catering to.
Again, there is a high correlation
with softer skills such as listening
effectively and sensing how best to
respond to complaints.
Reading and
writing

information and signs relevant to Food and
beverage activities
and prioritise work
Read and interpret information correctly
from various job specification documents,
manuals, health and safety instructions, etc.
applicable to the job in English and/or local
language
information and signs relevant to accounting
practices
Feed correct information in the billing format
Communicate essential information in writing
52
B1
Is confident enough to speak,
write about and understand
routine matters.
emails and texts about daily
words, and hesitations, and the
more complex or less routine the
issue being discussed, the more
strained, inaccurate and hesitant
they will become.
In the Hospitality sector a basic level

of reading and writing English is
required for predictable job-related
tasks. However use of English is not
expected for all documentation and
the NOS descriptors themselves state
in English and/or local language
which suggests that English language
skills are not compulsory.
Skill
Descriptor in NOS

Write effective communications to share

information with the team members and
other people outside the team
It will often be necessary to

change to the mother tongue
sooner or later if communication
is not to break down.
Read and comprehend basic content to read

labels, charts, signages

by researchers
Read and write an accident/incident report

in local language or English
Table 18: Summary of the CEFR English language levels based on the mapping results
Sector
Construction
Healthcare
Hospitality
Role
Speaking
Writing
Reading
Listening
(L4)
B1
B1
B1
B1
(L3)
B1
A2
A2
B1
Senior Quality
Assurance Technician
(L5)
QP for this role is still being developed, so no mapping conducted
Phlebotomy
Technician (L4)
B2
B2
B2
B2
Medical Lab
Technician (L4)
B2
B2/C1
B2/C1
B2
General Duty
Assistant (L3)
B2
B1
B1
B2
Room Attendant (L3)
A1
A1
A1
A1

(L4)
C1
A2/B1
A2/B1
C1
Steward (L3)
B2
B1
B1
B2
Table 18 shows the variances in language levels required in different job roles as mapped to the CEFR. When this is compared with the
aggregated responses of workers across the three sectors in Chart 12 this can be cross-referenced with their self-rated language capabilities
for their usage of English across reading, writing, speaking within their respective job roles.
53
Chart 12: Aggregated responses across the four skills
Steward Level 3 (Hospitality)

54
Shuttering Carpenter System

Level 4 (Construction)
General Duty Assistant Level 3

(Healthcare)
"If English language skills are too

integrated into a skills development
programme, they become difficult to
assess and benchmark."
Elizabeth Erling, The Role of English in Skills Development in
South Asia, June 2014
5.5 COMPARING LANGUAGE

REQUIREMENTS WITHIN THE
NSQF EQF SCQF
In order to get a broader understanding
of level descriptors within qualification
frameworks for communication and language
purposes, a further mapping and comparison
exercise was conducted between the
following frameworks:
NSQF National Skills Qualification
Framework
EQF European Qualifications Framework
SCQF Scottish Credit and Qualifications
Framework
Please refer to Appendix 2 for the full
analysis.
While the EQF at Level 8 of the framework
does not directly provide any descriptors for
communication or language competency,
the SCQF provides descriptors for
Communication, ICT and Numeracy Skills at
12 levels. The categories of descriptors for
SCQF include:
Knowledge and understanding
Applied Knowledge, Skills and
Understanding
Generic Cognitive Skills
Communication, ICT and Numeracy Skills
Autonomy, Accountability and Working
with Others.
A similar guideline of best fit goes along with
the framework of descriptors, stating that
all descriptors may not apply to a particular
qualification.
It is interesting to draw a parallel with the
NSQF regarding the descriptors because
the NSQF does not provide guidance to the
terms used [i.e. minimum required clarity
(Level 3) as opposed to required clarity
(Level 4)]
The lingua franca in Scotland is English
and all communication is expected to be
in English; this is significantly different
from the Indian context where the use of

English is contingent upon various factors
as outlined within this report. This means
that employees may carry out complex tasks
thereby moving up the levels of the NSQF. At
the same time they may not be necessarily
carrying out required communication in
English but in their local language or Hindi.
This highlights the difference between
higher-level communication requirements
versus language requirements.
5.6 OBSERVATION AND

FINDINGS FOR TRAINING
REQUIREMENTS AND
LEARNING ENGLISH
The employees and trainees interviewed
have developed English language skills
in several different ways; 41% said they
acquired most of these skills through their
work environment not necessarily through
specific training courses and only a small
percentage said they had acquired English
language skills through formal education.
It was observed that language training was
largely embedded within communications
training in most training institutes and
places of work, spanning both pre-service
and in-service training across the sectors
researched. An attempt was made to
discover the content, environment,
expectations and methodology of such
training and its resultant impact.
It was found that a significant amount of preservice and in-service training in some of
the training institutes or employer facilities
visited as part of this study was focused
on rote learning of a very limited set of
words, phrases and sentences in English.
For example, in one hospitality institute a
training outcome was a set of ten sentences
specified by an employer for whom the
training was being conducted.23 Similarly, in
an employer facility, the training focused on
answering specific questions with a scripted
response, such as to respond to where the

washrooms were by using a sentence, down
the corridor, to your left, it was expected
that this will be reproduced by even those
employees who could barely produce any
English on their own.
The content of training in these places
comprised generic and trade-specific
components within a pre-determined
situational work context. These were
considered sufficient by employers for
working in some of the specific roles
investigated under this study, without
the need for any related independent
production. The generic vocabulary included
names of materials, ingredients, names
of dishes, names of body parts, medical
procedures, cooking styles and other
common technical terms related to the job
role such as blood, haemoglobin, etc. The
generic component included greetings, yes/
no, please, thank you, sorry, directions (left/
right and front/back), titles of address (sir,
madam and mister), etc.
The language capabilities vary according
to sector and even within the same level
of qualifications within and across sectors.
This level of language competence is below
the A1 level of the CEFR, which relies more
on reproduction rather than independent
production.
Apart from the recently formulated NSQF,
there is no real framework, in place or use,
to articulate the language and soft skills that
employers want and need. The NSQF itself
was found limited in its description by Sector
Skills Councils and employers we spoke to.
Of course, this may be in part due to the fact
that this framework, as well as the NOSs, are
still under development.
Training providers and employers
expressed the need for a more detailed
framework. Descriptors in use for soft
skills and language are ambiguous and
often not part of a commonly agreed
or referenced framework. Employers
often used encompassing terms such
23. Interview with training project within the chain Coffee Day February 2015
55
Chart 13: Primary reasons contributing to development of English language
as the right attitude to cover a range of

different desirable traits and behavioural
competences, without clear articulation of
these.
Soft skills requirements across two
sectors:
The table below shows one example of the
differences in soft skills as expressed by
sector.
Table19: Example of two sectors
expressing soft skills needs
Sector
Soft skills required
Hospitality
Customer orientation,
teamwork, discipline
Healthcare
Following instructions,
willingness to learn,
politeness
It is common for soft skills to be interpreted

in different ways. This can mean that
communicating expectations between
employers, recruiters, training providers
and aspirants is bound to be susceptible to
misunderstandings and misalignment.
Another observation that we noted was
that the trainers we interviewed, who were
conducting communication or language
training, were not qualified English language
trainers or teachers. We were told that this
was general practice across most of the
industry.
56
In almost all the training institutions we visited, language tests or pre-enrolment screening
for entry into training programmes is not conducted. There is therefore a huge variation in
the language capabilities of candidates enrolled in training courses. Some candidates (often
migrant workers) are not even considered suitable for learning English as the two examples
below highlight.
Odisha Hospitality
During interactions with a number of trainees, in Odisha, who were being trained
for a hospitality trade, it was found that some of them were unable to articulate
common basic phrases in English, while others were fairly proficient. All of them
were being trained in the same cohort. The trainers mentioned that at the end of
the training the employer would segregate the trainees based on their language
proficiency and that would determine their place of posting.
Those with higher language capabilities were likely to get posted in metropolitan
cities and other English-speaking regions of the country such as South India,
whereas others would be placed in Hindi-speaking belts, smaller towns and
cities, even though the job role was exactly the same. Given that the salaries
in metropolitan cities tend to be higher than Tier II and Tier III cities, one can
conclude that English does facilitate better migratory and earning prospects, as
shown in other studies in the region. Capstick (2011) shows how fluency leads to
increased opportunities for migration among migrants from Pakistan. Research
from Bangladesh suggests that if migrant workers were trained in vocational
skills, including English, the remittance earnings could go up by $30 billion a year
(Haque, 2010).
Interactions with trainers further revealed that some of the trainees were from
tribal areas and even training them to speak Hindi properly was a challenge. The
trainer would prefer to focus on developing their Hindi before they addressed
their English language skills as Hindi improves their prospects for employment and
migration in Hindi-speaking cities and towns. This highlights the need for a CIFR
for both Hindi as L2 (second language) in specific regions and English as L2/L3.
It is interesting that even for towns and cities within Hindi-speaking belts, English
technical trade terms remain important to grasp. Migratory employees within this
study mentioned that despite limited English language proficiency, their ability to
speak Hindi not only helped them secure a job, including in a metropolitan city, but
also helped them adjust to the new city more easily.
Healthcare
In a prominent and leading healthcare training institute, English on the one hand is
considered essential, and training hours for English range between 3080 hours
for entry-level TVET courses; yet on the other hand candidates can pass these
qualifications without necessarily knowing English, as the assessments are carried
out both in English and Hindi to accommodate those who cannot deal with the
language. Yet the institute claimed that all the candidates find employment post
training. This goes to show that, whilst there are attempts to improve the levels
of language capability and a clear need is seen, the approach and the results of
current training efforts are often of variable quality. At the same time there are
sufficient job opportunities in the market for those with technical expertise despite
limited English proficiency.
While there is a demand for higher English

language proficiency from some employers
and less so from others, when it comes to
actual employees and trainees within these
sectors, a high percentage of them were
keen to learn English, those who did not
claimed that it was beyond their reach.
Of respondents, 80% (56) felt the need to
improve their English; over 40% (22) of these
classified themselves as highly motivated to
learn the language. Yet only 30% (17) were
actually doing something actively to improve
their language capabilities themselves.
We asked employees and students about
their motivations for learning English and
how they would go about learning it and the
reasons for doing so. The top responses are
listed below:
Ranking of components indicating desire
to improve English language capabilities
(based on mode)
Speaking
Listening
Writing
Reading
Top reasons for learning English (in order
of priority out of a list of 10)
For professional success
To improve my personality
To interact with others
To gain admission to better educational
institutions
Other reasons that ranked lower out of a
closed list of 10 reasons included to travel
abroad, for improved marriage prospects,
for social status, peer recognition and
respect, to read books and journals, to
watch English films and TV programmes, to
be like my role model. Research on attitudes
towards English often reflect a strong belief
in the power of English and a desire to be
one of the many who speak the language,
for reasons of practicality and prestige
(Erling et al, 2012). Clearly the respondents
in this study rated practicality higher than
prestige, though perhaps a positive result on
one perhaps may lead to the other.
57
Chart 14: Employees response to improving English language

Top reasons for not making an effort to
learn the language
Lack of money
Lack of time
Dont want to learn alone
Too old to learn
This was an open-ended question asked to
those respondents who were not actively
learning English.
Top methods used for learning the
language
Newspapers and reading books
Interacting with others at the workplace

Training course outside of employment
Those indicating that they were making an
effort to learn English indicated the above
as the top methods being used to learn the
language.
Perceptions and ideologies about the value
of English are pervasive and very strong
across South Asia even for the rural poor
(Erling et al., 2012; Erling & Seargeant,
2013; Coleman, 2011; Seargeant & Erling,
2011). There is clear evidence that there
was a preference for learning the language
and a perception that this is important for
Chart 15: Percentage of employees who would be willing to pay to learn English

58
professional success and even for other

reasons, among workers and trainees
across sectors and locations. There is an
extraordinary belief, among almost all castes
and classes, in both rural and urban areas,
in the transformative power of English
(Graddol, 2010: 59). Many, though, had a lack
of awareness of how to go about learning
English and what opportunities there might
be for learning it.
All the employers we interviewed said
that they did not have a formal scheme
or a well-defined plan to sponsor or offer
opportunities for language learning of
employees. Most employees on the other
hand were willing to learn, and a quarter
of them were even willing to pay personal
money to learn the language.
Employers in most cases did not have
specific language training as part of their
regular practice for developing employees.
In many cases language training was
embedded into communication training,
soft skills and technical training. In some
cases, especially in hospitality, such training
was attempted on occasions, but was not
done as part of a specific, outcome-based
plan or scheduled with any regularity. Many
workplaces did not provide any language
training for employees though many
employees, when we asked them, said they
would take up such opportunities if they
were offered.
In one example of a healthcare organisation
where training opportunities were provided
to staff for development on a regular basis,
employees were motivated by this and
appreciative of the opportunities. This was
clearly evident where different employees
spoke highly of this organisation and
expressed gratitude for the opportunities
they had been afforded to learn new things
and develop themselves. They stated this
was unlike their experience in a number of
previous organisations they had worked for
and that they would like to remain with this
organisation for a long time to come.
6. CONCLUSION
6.1 INITIAL ANALYSIS

Based on our observations and data
collected above we arrive at the following
initial analysis:
Across sectors the usage of English
varies. For example, in the healthcare
industry reading in English is required
100% of the time, whereas in the
construction and hospitality roles it is
required only Some of the time (55-60%)
with workers in construction saying that
reading is never required. This example
shows the unique requirement in each
sector. Similar differences can also be
noted across writing, speaking and
listening.
In construction the role which is at a
higher NSQF level than the other two
almost uniformly shows lower usage
levels of English language across reading,
writing, speaking and listening. This is
consistent with our earlier findings of
language competence requirements when
compared between two sectors based on
content of the Qualification Packs for the
roles.
Even for the same role there are different
English language requirements because
the language is used differently across
the four skills of speaking, reading, writing
and listening, based on the employment
context and job content. This is also
evident when compared with the CEFR
levels.
Our analysis clearly shows that some of the
differing requirement for English usage and
even levels arises out of a variance in the
following:
Business segment (i.e. residential and
commercial repair and maintenance roles
in construction has more usage of English
language than for building construction,
due to retail customer interaction
requirements, increased requirement of
paperwork, etc.)
Market/Customer segment served (i.e.
urban upscale units serving international
and upper-class customers in healthcare
require higher levels of language
competences than small town markets

serving largely middle-class domestic
customers)
Service format (i.e. a counter service unit
in the Quick Service Restaurant segment
requires less customer interaction
and therefore less usage of English as
compared to a table service restaurant)
Own capability and preference (i.e. in
construction a worker uses English for
some requirements as a matter of choice
and not out of necessity or expectation of
others. This may be due to the educational
and exposure levels of the worker).
6.2 ENGLISH FOR

EMPLOYMENT, CAREER
PROGRESSION AND SUCCESS
There are key differences in how English
is used in the workplace and the level of
language competence required across
the four skills (reading, writing, speaking
and listening). This indicates that each
sector and context should be studied
independently. It was interesting to get views
from interviewees on how important they
perceived English to be from the perspective
of employment, progression in the job and
for overall career success in their profession.
6.2.1 EMPLOYERS PERSPECTIVES

Most employers we spoke to, except for the
urban, upscale, premier hotel and hospital,
said that English language was not a key
factor for employment for the job roles we
were examining. Most of them said that what
was more important was the candidates
attitude, technical skills, customer
orientation and soft skills.
The employers felt that any gaps in technical
training were something they felt confident
about addressing themselves. Some of
the large employers have set up their own
training institutions or jointly partnered
training/educational institutions to provide
this to employees or new recruits.
English as part of communication skills was
delivered by employers in the job context

through operational managers, employed
soft-skills trainers or freelance trainers.
All in-house training programmes in the
hospitality and healthcare sectors included
elements of communication skills as part
of their training with varying degrees of
importance given to English. However, none
of this training was benchmarked to any
common or unique framework with defined
outcomes.
For recruitment purposes, those
who required basic English language
competences rely on interviews where they
test basic conversational skills subjectively
without any robust or benchmarked testing
tools or criteria. Any testing used was
developed in-house and not referenced to
any known frameworks.
Most employers suggested that they would
prefer to hire a candidate with better English
language skills.
In terms of progression for the job roles,
most employers did not consider English
language ability to be very important or
to be a reason for preventing progression.
English did not carry much weight in
overall considerations for progression for
these specific roles. All things being equal,
English language competences gain more
importance as a factor for progression.
Most employers also suggested that the
importance of English language does
increase while considering promotion
or recruitment to supervisory and/or
management roles.
Overall, a lack of English language skills is
not necessarily perceived as an impediment
to advancement and progression.
6.2.2 EMPLOYEES PERSPECTIVES

Our findings from the responses from
employees suggest the following:
Construction: a substantial number of
incumbents in construction did not see it as
important.
Healthcare and Hospitality: the majority
saw it as somewhat to very important as this
59
When we recruit somebody, we primarily

look at the communicational ability. That is a
primary criteria because see, we have been
discussing yesterday; a person who is little
know to the technical skills, the technical skills
can be developed and the way of operation
management hotel to be travelled, OK, the
only thing is primarily we look definitely for the
communication .
Employer, hospitality, Odisha
graph shows. While no one in construction

saw it as critical, both hospitality and
healthcare had a point at which they did not
see how they could progress further without
a good command over the English language.
Chart 16: How important is English for progression?
While a number of people did not consider

English language essential for progression
from their current role and context, when
asked about requirement for English from
an overall career success perspective in the
profession we had the following responses:
Chart 17: How respondents saw the importance of English for career success

This graph shows a substantial shift towards an increased requirement for English for
professional success over ones career overall. In fact the only incumbents who considered it
not important were a minority from the construction sector.
60
6.3 THE CASE FOR A0 (PRE-A1)

LEVEL TO BE ADDED TO THE
CEFR
The following points present a case for
including an additional A0 (pre-A1) level to
the CEFR.
English language capabilities of
interviewees for a number of the
researched job roles were practically nonexistent, especially in the construction
sector as well as some in the hospitality
sector. A number of these employees
were illiterate even in their own language.
Despite low or no level of language
competence, employers were content
to employ these workers. These
workers picked up necessary language
competences during their work tenure
over a period of time, or relied on others,
to get by in most routine situations.
There are two factors which indicate that
an A0 (pre-A1) level of achievement is
desirable. Firstly, there was no focused
development of the core minimum that
was required by these workers to handle
routine work and critical health and safety
issues. Even when workers acquired
this, not every worker acquired these
and even when it is acquired, it is over
time and in an unreliable manner. Most
training interventions aimed at these
learners fail to engage them and these
workers were not able to cope as they
seem to be pitched too high for them
to be successful. This impeded their will
and confidence to engage with language
learning. In addition learners really only
require a small amount of language ability
to meet the performance requirements
of a number of jobs in the sector. An A0
level offers the opportunity to address
these critical minimum requirements
and provide an opportunity to learners
to engage with language learning, get
recognition and progress further. For
those who are illiterate or have dropped
out early, this may be the ideal first

stepping stone to ongoing learning.
In developing countries there is a need
for mainstream integration of those
who drop out of school, do not have
any access to it or suffer the results of
poor-quality school education. TVET is
being seen as an ideal solution to this
problem. TVET is increasingly recognised
as a key solution to those with little or
no education, including basic literacy
and numeracy. The Indian Skills Policy
document 2009 (currently under review)
states School drop-outs (leaving the
schools before completing XII standard),
child labour and out-of-school youth need
to be given alternative education coupled
with skill development opportunities to
bring them into the economic and social
mainstream.24 Even though alternative
education is not defined, it is hoped that
this includes achievement of outcomes in
numeracy and literacy apart from other
essentials. It is a concern if TVET is only
seen as a solution for circumventing
school education and getting people
into the workforce. This may not be
entirely conducive for the development
of individuals and society, especially for
longer-term growth, progression and
sustainability. It is essential to integrate
literacy, numeracy and other basic
outcomes and interventions to support
achievement progressively for reasons
including health and safety, accessing
social services and long-term progression
(as employers in all three sectors
mentioned that higher-level jobs require
greater language and numeracy). The
NSQF also accords greater achievement
outcomes in core skills at higher
levels. This will allow people to access
opportunities for development and make
optimal use of learning opportunities in
their environment.
Another key factor, which indicates that
development of an A0 (pre-A1) level for
the CEFR would be useful, especially in

developing countries, is the fact that TVET
training, both pre-service and in-service,
is limited by pre-determined time frames,
content and often costs. Our research
showed each of the courses were timedefined, most of them had pre-determined
content and costs were acknowledged as
limitations by both training providers and
employers. This may be a severe deterrent
for focusing on development of the
correct level of competences, especially if
the competences of trainees entering the
training system is lower than expected.
This could be the case when the illiterate
or school dropouts make up a large part
of the TVET target segment. Both training
institutions and employers we met during
our research stated that not only do
trainees find English language training
uninteresting, they also achieve much
lower than expected results post-training.
This is one of the reasons why investment
in training from employers is not
forthcoming and the training institutions
often undermine the importance of it,
as was seen at the healthcare training
institute in Odisha, where students were
encouraged to make up for lack of English
by focusing on computer skills since the
board had a combined test and pass
percentage for it.
Employers and training providers in
training use a very limited number of
English words, phrases and sentences,
which are often taught by rote to the
trainees. This is, in effect, developing
the trainees ability to reproduce chunks
of functional language for a specific
purpose, rather than build their skills to
use language more flexibly. Even though
it may seem like a futile exercise, in fact a
number of routine, predictable situations
are resolved with the use of these
words, phrases and sentences. This was
acknowledged both by training providers,
employers and employees across sectors.
Some of the ones we witnessed during our
24. Indian Skills Policy Document 2009, GoI - Pg 21

labour.nic.in/upload/uploadfiles/files/Policies/NationalSkillDevelopmentPolicyMar09.pdf
61
research included, Toilets are down the

corridor to the right, Good evening, may
I take your order?, My name is ____, hot
or cold, sweet or salted, plain or mineral
water, etc.
It can be assumed that for any real
scaffolding to take place, learners need
a logical way to progress. If this was to
be captured or defined in a framework,
given the range of language capabilities of
employees interviewed, the development
of language capabilities have to start
from having virtually no English language.
Given the limited time frames, costs, often
limited trainer competence and preentry level competences of candidates,
the framework needs to be practical
and realistic. Logically and practically,a
modular approach is required to build
competences. Accordingly, achievement

needs to be mapped to the lowest real
employability requirements as well as to
progressive levels across other segments.
Given the evidence and conditions
witnessed, CEFR level A1 is quite high for
many employment contexts within India
and presumably even for other non-native
English-speaking, developing countries,
which warrants further research. CEFR-J25
was an attempt made in Japan, which
included attempts to define a pre-CEFR
level among other things. This also may
need to be explored further to assess
applicability in developed countries too.
We also recommend A0 (pre-A1) level
on the basis of findings that a number
of employed workers are not even able
to read the basic necessary information
such as health and safety signage, labels,
directions, warnings, etc. It is a concern
that such workers may be unable to listen
to and interpret basic words of warning
or requests in a working environment. A
number of the workers we met could not
even read and identify the name of the
organisation they were working for.
A number of workers we interviewed

believed that learning English was beyond
their grasp as either they were too old
to learn, or they did not have sufficient
time or money to devote towards
learning English. In fact four of the people
interviewed had enrolled in English
language courses but dropped out due to
inability to cope with the course.
We believe that there is a case sufficient
grounds to further explore the possibility
of an A0 (pre-A1) level, which can be the
first level of recognised achievement
allowing learners to make their first
attempt at a more realistic level of
language competence. This potentially
will also make learners feel more
confident about their own learning
abilities and give them more confidence
to undertake further learning and training.
A recognition of the A0 (pre-A1) level will
also help focus other key value partners in
the ecosystem (training providers, content
developers, assessors, etc.) to develop
a better understanding and responsive
products and services for the targeted
level and learner requirements.
25. The CEFR-J: The Story So Far (2012-2014) Judith Runnels

(University of Bedfordshire)
62
7. RECOMMENDATIONS
A Common Indian Framework of

Reference (CIFR) covering all Indian
languages and English could be
developed as complementary to the
NSQF, using the model of CEFR and other
available or purpose-/context -referenced
can do26 statements, building on the work
of various international research projects
for language references.27 To support
this, the NSQF level descriptors could
be reviewed to distinguish and remove
references to linguistic skills, so that only
references to soft/communication skills
remain in the level descriptors.
Language competence, including
English, in QPs should be separately
levelled according to the CIFR, allowing
for distinctions between geographical and
other work-related contexts in India.
The CIFR should include an A0 (Pre-A1)
level to capture job role-specific language
competence and serve as a recognised
language level achievement.
7.1 INCLUDING AN A0 (PRE-A1)

LEVEL WITHIN THE CEFR
We recommend in relation to the CEFR
that a new A0 (pre-A1) level is created
which has both generic and contextual
components. As an example, the generic
component could be specific to minimum
expectations of workers in organised
and unorganised sectors for spotting,
reading and interpreting critical signage,
health and safety information and basic
information exchange with the help of
key words or phrases. The contextual
component could be sector-defined and
include trade terms, common phrases
and sentences that may need to be used
in the sector for roles where A0 (pre-A1)

is considered relevant. The Sector Skills
Council could assist in compilation of
these to create a standard for the specific
job role.
The A0 (pre-A1) level may or may not be
applicable to all sectors for all language
skills. Therefore it is important to map
out each sector separately to identify job
roles and contexts where the A0 (pre-A1)
level is applicable.
7.2 HOW THE LINGUISTIC

LEVELS OF THE CEFR
(INCLUDING THE NEW PRE-A1
LEVEL) COULD BE BEST
INTEGRATED INTO VOCATIONAL
QUALIFICATIONS DEVELOPED
UNDER THE NATIONAL SKILLS
QUALIFICATION FRAMEWORK
(NSQF)
The NSQF may not be the operational
document to illustrate the levels of English
language proficiency required for various
jobs and related qualifications given the
variation within sectors and within levels of
the NSQF.
There is no doubt a critical need for
English for a number of jobs, especially
within certain job contexts. At the same
time there is a critical need for English for
professional success in the long run across
many professions and sectors. This requires
a more informed and specific framework of
English language proficiency across various
segments.
Given that there is a need for creating
international pathways for learners and
workers, in a fast globalising economy, a
robust mechanism to develop English and

soft skills competences is needed.
Our recommendation is to create a
framework of Indian languages, English and
soft skills competences for the country.
This would be a CIFR or Common Indian
Framework of Reference for Languages.
The framework needs to include specific
descriptors for Indian languages and English
that can be mapped to the CEFR for global
equivalences. Our recommendation is that,
rather than developing this as a top-down
prescriptive or impressionistic framework,
this be built ground-up by offering each
sector within the economy the opportunity
to define these for their sector, factoring in
the variances owed to sector composition,
job market and performance contexts.
This will require each sector to define job
contexts within the sector, categorise these
based on similar language and soft skills
requirements and then map, define and
clearly articulate these requirements. To
facilitate this, a range or menu of descriptors
and competency statements for these
can be provided to the sectors to allow
them to use these to create standards for
categories defined. An attempt can be made
to aggregate these at the national level
by comparing sectors and arriving at the
national framework. At the national level
these descriptors need to be broad enough
to enable sectors to allow for the variations
that exist within each sector.
Providing options of language levels and soft
skills achievement within the Qualification
Pack for job roles could potentially reduce
the need to multiply development of QPs
for different contexts with the same core
technical requirements (competence and
knowledge).
26. ALTE the Association of Language Testers in Europe is an association of providers of European foreign language examinations. Registered in 1992 as
a European Economic Interest Group (EEIG), it provides a context for transnational collaboration between some of the major international providers in the
field of language testing. From the outset, one of ALTEs main aims has been to establish common levels of proficiency in order to promote the transnational
recognition of certification in Europe. Work done in the furtherance of this aim is referred to as the ALTE Framework Project.

The aim of the ALTE Can Do Project is to develop and validate a set of performance-related scales, describing what learners can actually do in the foreign
language. The Can Do statements are multilingual, having been translated so far into thirteen of the languages represented in ALTE. These languages are:
Catalan, Danish, Dutch, English, Finnish, French, German, Greek, Italian, Norwegian, Portuguese, Spanish and Swedish. They constitute a frame of reference to
which different language exams at different levels can potentially be related.
27. Swiss National Science Research Project, DIALANG Project, CEFR-J, et al.
63
8. IMPLICATIONS FOR FURTHER RESEARCH
This study was intended to be narrow and

deep examining specific job roles within
three industries. The approach taken in
terms of carefully defining the criteria
for selection of each was so that this
could perhaps be replicated across other
industries and sectors to reach a more indepth understanding of the issues.
The area of soft skills is also a vital factor
in terms of employability and progression.
Each job role within the Qualification Packs
we examined had significant sections related
to soft skills such as teamwork, decisionmaking, critical thinking, accountability,
attitude and numerous other examples.
Some job roles, especially customer-facing
ones, had even longer lists of soft skills
compared with language and communication
requirements. Employers also made it very
clear that when it comes to recruiting new
employees it is the softer skills that they are
looking for. Like language, though, these
skills are not being measured or specifically
assessed. There are also assumptions being
64
made that English in itself is a soft skill,

implying that if you have English language
skills these lead automatically to being
able to communicate well, to being a good
team player and to making decisions well
alongside all the other soft skills.
Yet soft skills are not language-dependent
and are stand-alone skills of which there
is a critical shortage in many industries.
Further research needs to be conducted
into soft skills to explore and understand the
following:
how to best define soft skills, and what is
needed
whether there are opportunities to
integrate these more into English
language skills training
how to best assess soft skills, and
whether a separate framework which
specifically details these skills (aside from
communication) would be beneficial.
BIBLIOGRAPHY
ALTE. (2002). The ALTE can do project.

Articles and can do statements produced by
the members of ALTE 1992-2002.
www.cambridgeenglish.org/images/28906alte-can-do-document.pdf
Aspiring Minds (2013) National Employability
Reports: Graduates Annual Report.
www.aspiringminds.in
Bouchard, Thomas J., Jr. (1976) Unobtrusive
measures: An inventory of uses. Sociological
Methods and Research, 4: 267300.
Campbell, Donald T., and D. W. Fiske (1959)
Convergent and discriminant validation
by the multitrait-multimethod matrix.
Psychological Bulletin, 56: 81105.
Capstick, T. (2011) Language and migration:
The social and economic benefits of learning
English in Pakistan. In Coleman, H. (ed), pp.
213234.
CEFR-J, www.cefr-j.org/english/whatis.html
Coleman, H. (ed.) (2011) Dreams and
Realities: Developing Countries and the
English Language. London: British Council.
Common European Framework of
Reference for Languages: learning,
teaching, assessment, Language policy unit
Strasbourg, www.coe.int/t/dg4/linguistic/
source/framework_en.pdf
Denzin (1978), cited in Mixing Qualitative
and Quantitative Methods: Triangulation in
Action, The Research Act, 2nd edn. New
York: McGraw-Hill
Erling, Elizabeth (2014) The Role of English

in Skills Development in South Asia: Policies,
Interventions and Existing Evidence

(NSQF) for qualification packs www.nsdcindia.org/nos
Erling, E.J. and Seargeant, P. (eds). (2013)

English and Development: Policy, Pedagogy
and Globalisation. Bristol: Multilingual
Matters

Notification, GOI, 27 Dec 2013.
www.skilldevelopment.gov.in
Erling, E.J., Seargeant, P., Solly, M.,

Chowdhury, Q.H., and Rahman, S. (2012)
Attitudes to English as a language for
international development in rural
Bangladesh.
EQF Descriptors, ec.europa.eu/ploteus/
content/descriptors-page
Graddol, David (2006) English Next
Graddol, David (2010), English Next India
Guidance for using level descriptors within
the Qualifications and Credit Framework
Qualifications and Credit Framework QCDA
(2010) www.qcda.gov.uk
Haque (2010). Indian Skills Policy Document
2009, GoI , pp. 21
India-EU Skills Development Project:
Guidance on Levelling Qualifications in the
NSQF version 1/19 Dec 2014
Jain, T. (2011) Common tongue: The impact
of language on economic performance.
MPRA Paper No. 34423.
Language for jobs report, Report from
the thematic working group "Languages
for Jobs" European Strategic Framework
for Education and Training, ec.europa.eu/
languages/policy/strategic-framework/
documents/languages-for-jobs-report_en.pdf
NCEUS, 2009, The Challenge of Employment

in India an Informal Economy Perspective
Odisha state migration report Studies,
Stories and Canvas (July 2014) Centre
for Migration and Labour Bureau, Ajeevika
bureau, pp. 1823:
Papola, T.S. (2014) An Assessment of the
Labour Statistics System in India An ILO
report
SCQF level descriptors, Scottish Credit and
Qualifications Framework, www.scqf.org.uk/
wp-content/uploads/2014/03/SCQF-RevisedLevel-Descriptors-Aug-2012-FINAL-webversion1.pdf
Seargeant, P. and Erling, E.J. (2011) The
discourse of English as a language
for international development: Policy
assumptions and practical challenges. In
Coleman, H. (ed.) (pp. 248-267).
Walker, Christine and Blackhurst, Dr. Andrew
CII and University of Cambridge, ESOL
Examinations report on Benchmarking
English language skills required for entry
level jobs in the Indian services sector
www.ec.europa.eu/languages/policy/
strategic-framework/documents/
languages-for-jobs-report_en.pdf
65
APPENDIX 1
Background on English Skills for Employability Think Tank and rationale for the research study
This research project has been

commissioned based on the outcomes of
several round table discussions held by the
English for Employability Skills Think Tank.
In 2008-09, the Government of India
launched the National Skills Development
Corporation (NSDC), set up as part of the
National Skill Development Policy (2009) to
fulfil the growing need in India for skilled
manpower across sectors, and to narrow
the existing gap between the demand and
supply of skills. In September 2013, the
National Skills Development Agency (NSDA)
was constituted to provide the overarching
framework for different skills missions across
India.
Research conducted by the NSDC indicates
skills gaps both in functional, vocational
and workplace skills as well as in soft skills,
with English featuring as an essential skill
to complement core domain skills in over
half of the 21 focus sectors such as IT and
ITES, media, hospitality, beauty and wellness,
retail, financial services and healthcare. The
Federation of Indian Chambers of Commerce
and Industry (FICCI)s recommendations
66
for the Planning Commission list the

vocationalisation of school education
and international collaboration as
recommended areas for policy focus, both
of which require English language skills.
The Government of India study, National
Employability Report Graduates 2013,
conducted by Aspiring Minds, a company
involved in assessing various aspects
of education, training and employment,
reveals that nearly half of Indian graduates
are not fit to be hired. The employability
of graduates varies from 2.59 per cent in
functional roles such as accounting, to 15.88
per cent in sales related roles and 21.37
per cent for roles in the business process
outsourcing (BPO/ITeS) sector. A significant
proportion of graduates, nearly 47 per cent,
were found not employable in any sector,
given their English language and cognitive
skills, the survey findings show.
With 55% of Indias population below 30
years of age, as per the National Vocational
Education Qualification Framework vision
document (AICTE-NVEQF Vision Document,
2011), many policy making bodies view
English as a key skill that can transform

the employability of Indias youth. Indias
Planning Commissions Approach Paper to
12th Plan also states that, Special emphasis
on verbal and written communication skills,
especially in English, would go a long way in
improving the employability of the large and
growing mass of disempowered youth.
With a view to addressing the growing need
for English Skills for Employability in India,
the British Council and Mr S Ramadorai,
Chairman of the NSDA, invited key UK and
Indian stakeholders to join an English Skills
for Employability Think Tank.
A series of round table discussions have
been held since September 2013 on five key
thematic areas see below which emerged
during the first meeting. More details can
be found here: www.britishcouncil.in/
english-skills-employability-think-tank
APPENDIX 2
Analysis of language requirements within the NSQF EQF SCQF
INDIAN NATIONAL SKILLS QUALIFICATION FRAMEWORK

LEVEL
Process required
Professional
knowledge
Professional skill
Core skill
Responsibility
Level 1
prepares person to
carry out processes
that are repetitive
on regular basis,
requires no previous
practice
familiar with
common trade
terminology,
instructional words
meaning and
understanding
routine and repetitive,

takes safety and
security measures
reading and writing,

addition, subtraction
personal financing,
familiarity with social and
religious diversity, hygiene
and environment
no responsibility
always works under
continuous instruction
and close supervision
Level 2
prepares person to
carry out processes
that are repetitive
on regular basis with
little application of
understanding, more
of practice
material tools and

application in a
limited context,
understands
context of work
and quality
limited service skill

used in limited context,
select and apply tools,
assist in professional
works with no variables,
differentiates good and
bad quality
receive and transmit

written and oral messages,
basic arithmetic, personal
financing, understanding of
social, political and religious
diversity, hygiene and
environment
no responsibility works
under instruction and
close supervision
Level 3
person may carry

out a job which may
require limited range
of activities, routine
and predictable
basic facts, process

and principle
applied in trade of
employment
recall and demonstrate

practical skill, routine
and repetitive in narrow
range of application
communication written
and oral, with minimum
required clarity, skill of
basic arithmetic and
algebraic principles,
personal banking, basic
understanding of social and
natural environment
under close
supervision, some
responsibility for own
work within defined
limit
Level 4
work in familiar,
predictable, routine,
situation of clear
choice
factual knowledge
of field of
knowledge or
study
recall and demonstrate

practical skill, routine
and repetitive in narrow
range of application,
using appropriate rule
and tool, using quality
concepts
language to communicate
written or oral, with
required clarity, skill to
basic arithmetic and
algebraic principles, basic
understanding of social,
political and natural
environment

work and learning
Level 5
job that requires

well-developed skill,
with clear choice
of procedures in
familiar context
knowledge of
facts, principles,
processes and
general concepts
in a field of work or
study
a range of cognitive and

practical skills required
to accomplish tasks
and solve problems
by selecting and
applying basic methods,
tools, materials and
information
desired mathematical skill,

political environment and
some skill of collecting and
organising information,
communication

work and learning and
some responsibility
for others work and
learning
67
Level 6
demands wide
range of specialised
technical skill, clarity
of knowledge and
practice in broad
range of activity
involving standard
and non-standard
practices
factual and
theoretical
knowledge in
broad contexts
within a field of
work or study
a range of cognitive and

practical skills required
to generate solutions to
specific problems in a
field of work or study
reasonably good in
mathematical calculation,
political environment and,
reasonably good in data
collecting, organising
information and logical
communication

work and learning
and full responsibility
for others work and
learning
Level 7
requires a command
of wide-ranging
specialised
theoretical and
practical skill,
involving variable
routine and nonroutine context
wide-ranging,
factual and
theoretical
knowledge in
broad contexts
within a field of
work or study
wide range of cognitive

and practical skills
required to generate
solutions to specific
problems in a field of
work or study
good logical and

mathematical skill,
understanding of social
political and natural
environment, good in
collecting and organising
information, communication
and presentation skill
full responsibility for

output of group and
development
Level 8
comprehensive, cognitive, theoretical knowledge and practical skills

to develop creative solutions to abstract problem, undertakes selfstudy, demonstrates intellectual independence, analytical rigour and
good communication
exercises management and supervision in the

context of work/study having unpredictable changes,
responsible for development of self and others
Level 9
advanced knowledge and skill, critical understanding of the subject,

demonstrating mastery and innovation, completion of substantial
research and dissertation
responsible for decision-making in complex technical

activities, involving unpredictable study/work
situations
Level 10
highly specialised knowledge and problem-solving skill to provide

original contribution to knowledge through research and scholarship
responsible for strategic decisions in unpredictable

complex situations of work/study
Source: www.skilldevelopment.gov.in
EUROPEAN QUALIFICATION FRAMEWORK (EQF)

Given below are the descriptors defining levels in the European Qualifications Framework (EQF)
Each of the eight levels is defined by a set of descriptors indicating thelearning outcomesrelevant to qualifications at that level in any
system of qualifications.
EQF Level
Knowledge
Skills
Competence
In the context of EQF, skills are

described as
Level 1
68
In the context of EQF, knowledge cognitive(involving the use of logical,

is described as theoretical and/
intuitive and creative thinking), and
or factual.
practical(involving manual dexterity
and the use of methods, materials,
tools and instruments)
Basic general knowledge
Basic skills required to carry out simple

tasks
In the context of EQF, competence is

described in terms ofresponsibility
and autonomy.
Work or study under direct supervision

in a structured context
EQF Level
Knowledge
Skills
Competence
Level 2
Basic skills required to carry out

simple tasks
Basic cognitive and practical skills

required to use relevant information in
order to carry out tasks and to solve
routine problems using simple rules and
tools
Work or study under supervision with

some autonomy
Level3
Knowledge of facts, principles,

processes and general concepts,
in a field of work or study
A range of cognitive and practical skills

required to accomplish tasks and solve
problems by selecting and applying basic
methods, tools, materials and information
Take responsibility for completion

of tasks in work or study; adapt own
behaviour to circumstances in solving
problems
Level 4
Factual and theoretical

knowledge in broad contexts
within a field of work or study
A range of cognitive and practical skills

required to generate solutions to specific
problems in a field of work or study
Exercise self-management within the

guidelines of work or study contexts
that are usually predictable, but are
subject to change; supervise the
routine work of others, taking some
responsibility for the evaluation and
improvement of work or study activities
Level 5
Comprehensive, specialised,
factual and theoretical knowledge
within a field of work or study and
an awareness of the boundaries
of that knowledge
A comprehensive range of cognitive

and practical skills required to develop
creative solutions to abstract problems
Exercise management and supervision

in contexts of work or study activities
where there is unpredictable change;
review and develop performance of
self and others
Advanced skills, demonstrating mastery

and innovation, required to solve
complex and unpredictable problems in a
specialised field of work or study
Manage complex technical or

professional activities or projects,
taking responsibility for decisionmaking in unpredictable work or
study contexts; take responsibility for
managing professional development of
individuals and groups
Specialised problem-solving skills

required in research and/or innovation
in order to develop new knowledge and
procedures and to integrate knowledge
from different fields
Manage and transform work or

study contexts that are complex,
unpredictable and require new
strategic approaches; take
responsibility for contributing to
professional knowledge and practice
and/or for reviewing the strategic
performance of teams
The most advanced and specialised

skills and techniques, including synthesis
and evaluation, required to solve critical
problems in research and/or innovation
and to extend and redefine existing
knowledge or professional practice
Demonstrate substantial authority,

innovation, autonomy, scholarly and
professional integrity and sustained
commitment to the development of
new ideas or processes at the forefront
of work or study contexts including
research
Level 6
Level 7
Advanced knowledge of a field of

work or study, involving a critical
understanding of theories and
principles
Highly specialised knowledge,

some of which is at the fore-front
of knowledge in a field of work
or study, as the basis for original
thinking and/or research
Critical awareness of knowledge
issues in a field and at the
interface between different fields
Level 8
Knowledge at the most advanced

frontier of a field of work or study
and at the interface between
fields
Source: www.ec.europa.eu/ploteus/content/descriptors-page
69
SCQF SCOTTISH CREDIT AND

QUALIFICATIONS FRAMEWORK
LEVEL 5
LEVEL 8
Use a range of routine skills, for example:
LEVEL 1
Produce and respond to detailed written

and oral communication in familiar
contexts.
Use a wide range of routine skills and some

advanced and specialised skills associated
with a subject/discipline/sector, for example:
Recognises learning development and

achievement that ranges from participation
in experiential situations to the achievement
of basic tasks, with varying degrees of
support.
LEVEL 2
Use simple skills with assistance, for
example:
Produce and respond to a limited
range of very simple written and oral
communication in familiar/routine
contexts.
Carry out a limited range of simple tasks
to process and access information.
Use a limited range of simple numerical
and graphical data in familiar and
everyday contexts.
LEVEL 3
Use standard ICT applications to process,

obtain and combine information.
Use a range of numerical and graphical
data in routine contexts that may have
some non-routine elements.
LEVEL 6
Use a wide range of skills, for example:
Produce and respond to detailed and
relatively complex written and oral
communication in both familiar and
unfamiliar contexts.
Carry out simple tasks to process and

access information.
Use simple numerical and graphical data
in everyday contexts.
LEVEL 4
Use some routine skills, for example:
LEVEL 9
advanced and specialised skills in support of
established practices in a subject/discipline/
sector, for example:
Use a wide range of numerical and

graphical data in routine contexts which
may have non-routine elements.
Use a range of ICT applications to support

and enhance work.
LEVEL 7
advanced skills associated with a subject/
discipline/sector, for example:
Convey complex ideas in well-structured
and coherent form.
Use a range of forms of communication
effectively in both familiar and unfamiliar
contexts.
Select and use standard ICT applications
to process and obtain a variety of
information and data.
Use a range of numerical and graphical
skills in combination.
Use the basic features of familiar ICT

applications to process and obtain
information.
Use numerical and graphical data to

measure progress and achieve goals/
targets.
70
Use and evaluate numerical and graphical

data to measure progress and achieve
goals/targets.
Present or convey, formally and informally,

information on standard/mainstream
topics in the subject/discipline/sector to a
range of audiences.
Produce and respond to simple but

detailed written and oral communication
in familiar contexts.
Use basic numerical and graphical data in

straightforward and familiar contexts.
Use a range of standard ICT applications

to process and obtain data.
Select and use standard ICT applications

to process, obtain and combine
information.
Use simple skills, for example:

Produce and respond to simple written
and oral communication in familiar/
routine contexts.
Convey complex information to a range of

audiences and for a range of purposes.
Interpret, use and evaluate numerical and

graphical data to achieve goals/targets.
LEVEL 10
advanced and specialised skills in support of
established practices in a subject/discipline/
sector, for example:
Present or convey, formally and informally,
information about specialised topics to
informed audiences.
Communicate with peers, senior
colleagues and specialists on a
professional level.
and enhance work at this level and adjust
features to suit purpose.
Interpret, use and evaluate a wide range
of numerical and graphical data to set and
achieve goals/targets.
LEVEL 11
Use a wide range of routine skills and a
range of advanced and specialised skills as
appropriate to a subject/discipline/sector,
for example:
Communicate, using appropriate methods,
to a range of audiences with different
levels of knowledge/expertise.
Communicate with peers, more senior
colleagues and specialists.
Use a wide range of ICT applications to
support and enhance work at this level
and adjust features to suit purpose.
Undertake critical evaluations of a wide
range of numerical and graphical data.
LEVEL 12
Use a wide range of routine skills and
a significant range of advanced and
specialised skills as appropriate to a subject/
discipline/sector, for example:
Communicate at an appropriate level
to a range of audiences and adapt
communication to the context and
purpose.
Communicate at the standard of published
academic work and/or critical dialogue
and review with peers and experts in
other specialisms/sectors.
and enhance work at this level and specify
software requirements to enhance work.
Critically evaluate numerical and graphical
data.
Source: www.scqf.org.uk
EXPLANATION OF KEY TERMS

AS USED IN THE DECRIPTORS
The key terms used in the level descriptors
are explained below. Terms are presented
with an eye to the user/practitioner who will
generally be focusing on a sequence with a
view to making a judgement or expressing
an outcome. Accordingly, where feasible,
they are presented in a group or sequence
relating to characteristic and/or level rather
than in strict alphabetical order.
Word Meaning in context of 2012 Level
Descriptors
Simple - Undemanding activity not
necessarily part of a formal structure
not as advanced as basic.
Basic - Activity is early stepping stone on
a structure or framework that can be built
upon more advanced than simple.
Routine - Used as an adjective throughout
and applied to terms including skills,
tasks, elements, practices, contexts,
methods and problems where it describes
activity that is standard, usual, unvarying,
customary, common.
Personal - An experience relating only
or primarily to the person one would
expect to start here then widen out into
the rest of the world, so not as advanced
as familiar.
Everyday - Slightly more advanced and
beyond personal but a known experience/
activity encountered/applied regularly
less advanced than familiar.
Familiar - Often encountered or
experienced; common; something one has
a good knowledge of more advanced
than personal and everyday, not as
advanced as routine.
Unfamiliar - New territory for an activity.
Straightforward - Clear and uncomplicated
activity, but not as demanding or
systematic and therefore not as advanced
as routine.
Awareness - Consciousness, including
a background consciousness. Can be a
starting point for further exploration.
Appreciation - A sense, perception, a hold,
fix or grasp of one or more of the various
aspects of a subject/discipline/sector.
Authority - Appears at Level 12
only, where it is used in the phrase
demonstrate substantial authority,
reflecting a recognised high level and
depth of expertise/expert knowledge and
understanding, along with confidence. It
does not mean exercise authority over
staff and resources etc., as that could
clearly apply at earlier levels.
Discerning - Using judgement to recognise
differences but not fully equipped/
informed to analyse and discuss them in
depth, so less advanced than critical.
Critical - Fully informed, capable of
supporting in-depth analysis and
assessment.
Hypothetical - Supposed, assumed for the
sake of argument.
Analysis - Examine in detail with a view to
explanation and interpretation.
Synthesis - Combine discrete elements
into a coherent whole.
Originality - Often used in combination
with creativity. There is overlap in
definition, but the defining characteristic
of originality appears to be independence.
Creativity - Often used in combination with
originality. There is overlap in definition,
but the defining characteristic of creativity
appears to be imagination.
Professional - Used throughout as an
adjective and applied to terms including
level, skills, techniques, practices,
contexts, and issues where it bears broad
interpretation as behaving appropriately/
doing things properly and well and to
notions of accepted (including externally)
prescribed standards, as well as
narrow, relating to a specific occupation
designated as a profession. In this latter
sense, the term applies in all contexts
including academic study, e.g. footnoting
properly.
Graphical data - Encompasses maps,
plans, diagrams, tables and graphs.
Present - Set out, put forward, deliver
information using a variety of mediums as
appropriate.
71
APPENDIX 3
Hospitality sector - Employer types and relevant job contexts in the sector
Employer contexts for Room

Attendants or Front Office
Associates across the sector
include:
The roles we investigated

were applicable to a
number of employer
and job contexts, which
are sufficiently different
from others. For example
Stewards are found
across the following
contexts.
72
APPENDIX 4
Healthcare sector - Employer types and relevant job contexts in the sector
73
APPENDIX 5
Construction sector - Employer types and relevant job contexts in the sector
Employer types and contexts within the sector where the roles
researched may be relevant and include the following:
74
APPENDIX 6
Possible criteria for classifying employment contexts within hospitality sector
75
APPENDIX 7
Healthcare Employer & Service Format

Classification Criteria
Possible criteria for classifying employment contexts within healthcare sector
76
APPENDIX 8
Possible criteria for classifying employment contexts within construction sector
Construction Employer &

Service Format
Classification Criteria
77
APPENDIX 9
Common European Framework Global Scale Descriptors
Common European Framework of References for Languages

C2
Can understand with ease virtually everything heard or read. Can summarise information from different
spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can
express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning
even in more complex situations.
C1
Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express
him/herself fluently and spontaneously without much obvious searching for expressions. Can use language
flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured,
detailed text on complex subjects, showing controlled use of organisational patterns, connectors and
cohesive devices.
B2
Can understand the main ideas of complex text on both concrete and abstract topics, including technical
discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that
makes regular interaction with native speakers quite possible without strain for either party. Can produce
clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the
advantages and disadvantages of various options.
B1
Can understand the main points of clear standard input on familiar matters regularly encountered in
work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where
the language is spoken. Can produce simple connected text on topics, which are familiar, or of personal
interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and
explanations for opinions and plans.
A2
Can understand sentences and frequently used expressions related to areas of most immediate
relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can
communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar
and routine matters.Can describe in simple terms aspects of his/her background, immediate environment
and matters in areas of immediate need.
A1
Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of
needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about
personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a
simple way provided the other person talks slowly and clearly and is prepared to help.
ProficientUser
Independent User
Basic User
The Global Scale descriptors for CEFR levels [Council of Europe 2001: 24]
78
Disclaimer:
The views and opinions expressed in this article are those of
the authors and do not necessarily reflect the official policy or
position of the British Council, Trinity College London, Manipal
City & Guilds or the National Skills Development Agency and do
not commit those Organisations. Examples of analysis performed
within this article are only examples. They should not be utilised
in real-world analytic products as they are based only on limited
and dated open source information.
Images Emma-Sue Prince
79
www.britishcouncil.in
www.trinitycollege.com
www.manipalcityandguilds.com
British Council 2015

The British Council is the United Kingdoms international organisation for
cultural relations and educational opportunities.
80

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ENGLISH SKILLS

teacher training and skills development in

S MANISH SINGH, BA (SOCIOLOGY), DIP HOTEL MANAGEMENT, MBA, CFA (ICFAI)

across various sectors. Manish has worked

BRITISH COUNCIL TRINITY COLLEGE MANIPAL CITY &

Trinity College London is an international

Manipal City & Guilds is an India-UK joint

At the heart of Trinitys work is the support

Manipal City & Guilds supports the

Trinity exams and assessments are designed

For more information, please visit:

For more information, please visit:

to social and cultural capital. But there are

2014, and two recommendations emerged:

So it is important for us to understand what

In India there is an increasing demand from employers for English language

how well people are able to communicate

The current research report represents

The better we can define these requirements

The authors would like to thank all the

Sangram Kiswani Biswal, Centre Manager

Shib Prasad Pati, Managing Director,

Pangkhuri Borgohain, Consultant, National

Jyotsna Sitling, IFS, Joint Secretary

Jancy, Head of QA and Standards,

Sanjeeb Kumar Patnaik, Resort General

Mr S. Ramadorai, Chairman Nationals Skill

Jyoti Joshi, National Head QA and

JP Rai, Former Director General, National

Bij Khokar, Head of Training, SRB

Dr Vijay Reddy, Head of MIHER (Max

Saswat Kumar, Business Head at Jan

Nipun Sharma, Director, SRB Promoters in

Veena Kumari, Head Academy Training

Rupesh Chandra Tarafder, Training

Dr Asit Misra, Consultant and Head of

Kuntal Vegad, Deputy General Manager,

Dr Bhushan Narula, Head Trainng &

Anshu Verma, Manager Assessments,

Anant Prakash Pandey, P.S. to Chairman,

that English needs to be brought into the

two objectives identified by the English Skills

RESEARCH ACTIVITIES AND

comparisons to be made between learning

within the National Occupational Standards

language training was embedded into

with our earlier findings of language

require higher levels of language

Often English language learning is considered

importance and is not generally considered

RATIONALE AND WAY

evidenced from this study, are lower than A1

may allow for people to work with limited

in Bengali more than in English, due to their

LIST OF ABBREVIATIONS AND ACRONYMS

Advanced Vocational Certificate of Education

Association of Language Testers in Europe

Common European Framework of Reference for Languages

Common Indian Framework of Reference