Context
The STEP Ukraine Employability and Language Support Programme evaluation (2024–2025) examined a large-scale online initiative designed to support displaced Ukrainians living in the UK. Delivered through the British Council’s English Online platform in partnership with World Jewish Relief, the programme aimed to address urgent and complex needs arising from displacement, including limited English proficiency, barriers to employment, and social isolation. The course combined live online English lessons, self-study materials, and employability support, with a focus on enabling participants to navigate everyday life, access services, and enter the UK labour market with greater confidence.
Implementation
TELT conducted a comprehensive, remotely managed evaluation to assess the programme’s effectiveness and identify factors influencing learner outcomes. The study adopted a mixed-methods approach, drawing on programme monitoring data, a statistically robust survey of 380 participants, classroom observations, and focus groups and interviews with students, teachers, Teaching Quality Managers, and British Council staff.
The evaluation framework examined multiple dimensions of success, including language proficiency gains, employment outcomes, the appropriateness of course content and materials, and the effectiveness of support for online learning. It also explored wider learner factors such as motivation, confidence, trauma, and self-regulation, as well as external barriers including access to technology, recognition of qualifications, and challenges navigating UK systems. This holistic approach enabled a nuanced understanding of both educational and socio-economic impacts.
Impact
The evaluation found that the programme delivered strong outcomes at scale, with over 9,000 enrolments across multiple cohorts and high levels of learner engagement. Participants reported improved confidence in using English for everyday communication, job searching, and workplace interactions, alongside increased motivation and self-efficacy. The combination of language learning and employability support was particularly valued, helping learners to make tangible progress towards employment and integration.
The programme also played an important social role, reducing isolation and fostering a sense of community among participants. At the same time, the evaluation identified areas for refinement, including the need to balance course intensity with learner capacity, provide more differentiated support for varying proficiency levels, and further integrate trauma-informed approaches. Overall, the findings demonstrated the effectiveness of combining language education with wider support mechanisms in responding to the complex needs of displaced populations, while offering clear recommendations for future programme development.