Recruitment and Retention in the Post-16 Learning and Skills Sector

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1 INTRODUCTION1.1 This report details the research findings across a range ofmethodological elements that aim to explore the important issues ofrecruitment and retention of staff who work with learners across the post-16 learning and skills sector.1.2 The assignment, commissioned by the Standards Unit within theDepartment for Education and Skills, has been undertaken by YorkConsulting in association with MORI Social Research Institute betweenSeptember 2004 and September 2005.1.3 The study has involved four key elements, comprising of:• a large-scale quantitative telephone survey of teaching andlearning staff working in further education, work based learning andadult and community learning;• a large-scale quantitative telephone survey of HR Managersworking in further education;• large-scale qualitative face to face interviews with teaching andlearning staff - with an emphasis on those working in maths andscience subjects - working in further education, work basedlearning and adult and community learning;• small-scale qualitative telephone interviews with dissatisfiedteaching and learning staff - focusing on those working in maths,science, engineering and technology subjects - working in furthereducation, work based learning and adult and community learning.These teachers had identified themselves as dissatisfied with theirjob during the initial survey.1.4 This introduction to the report is covered under the following headings:• definitions;• policy issues;• research objectives;• research design and delivery;• acknowledgements;• report structure.1
Definitions1.5 A number of terms have been used during this study which benefit froma clear definition to ensure consistent understanding. These are asfollows:• post-16 learning and skills sector – this consists of provisioncontracted by the Learning and Skills Council (LSC) under theheadings of further education (FE - including sixth form collegesand specialist colleges but excluding school sixth forms), workbased learning (WBL) and adult and community learning (ACL);• teaching workforce – this covers those staff working for providers(direct employees and agency workers, full-time and part-time staff)who have a direct impact on learning, known variously as teachers,lecturers, teaching assistants, trainers, assessors and managers.The definition does not encompass others in the workforce who arenot connected to learning such as clerical staff, cleaners andcaterers. For expediency throughout this report the termteachers/trainers is used to refer to this collective group. Whereother labels are used then analysis refers specifically to thosegroups.Policy Issues1.6 In November 2002, the DfES published Success for All – ReformingFurther Education and Training. This strategy includes four headlinethemes. Theme Three is “developing the leaders, teachers, trainers andsupport staff of the future”. The work under this theme addressesseveral areas relating to the learning and skills sector workforce,including the recruitment and retention of teachers.1.7 Success for All outlines a vision for the learning and skills sector of:• incentives and rewards for good performance by individual staff interms of both pay and prospects for progression;• an improved ability to recruit and retain staff.1.8 The primary purpose of this study is to inform policy making in this areaby providing greater insight into the most important issues.1.9 The development work to underpin Success for All is not taking place inisolation. There are currently several related initiatives and agendas thatimpact on the workforce in the post-16 learning and skills sector.Relevant areas include:2
Page 1 and 2: RESEARCHRecruitment and Retention i
Page 3 and 4: ContentsPage1 INTRODUCTION ........
Page 5 and 6: of respondents), closely followed b
Page 7 and 8: 32. Key concerns where resources we
Page 9: 52. The most common qualification h
Page 13 and 14: • at what point in their career t
Page 15 and 16: 1.16 Key question areas relevant to
Page 17 and 18: 2 METHODOLOGY AND PROFILE OF RESPON
Page 19 and 20: 2.13 Prior to the main survey, a fu
Page 21 and 22: Ethnic Background2.22 Nine out of t
Page 23 and 24: Types of Provision2.26 In addition
Page 25 and 26: Table 2.10: What are the main subje
Page 27 and 28: • HR Managers views on the reason
Page 29 and 30: Table 2.15: Total StaffStatus ‘Oc
Page 31 and 32: 2.44 A total of 113 in-depth interv
Page 33 and 34: 3 MOTIVATION TO JOIN THE SECTOR3.1
Page 35 and 36: Entrants from Teaching3.13 Responde
Page 37 and 38: Vocational Reasons3.21 This is the
Page 39 and 40: • “I met one of the managers at
Page 41 and 42: Perceptions of Entry Routes4.6 A ma
Page 43 and 44: 4.13 In terms of finding suitable c
Page 45 and 46: 5 TURNOVER, VACANCIES AND HARD TO F
Page 47 and 48: 5.11 The major reason given for vac
Page 49 and 50: 5.16 Generally HR Managers did not
Page 51 and 52: Maths and Science• “there are i
Page 53 and 54: 5.27 Teacher/trainer respondents we
Page 55 and 56: Table 5.7: What could your organisa
Page 57 and 58: • “there is a shortage of maths
Page 59 and 60: 6 WORKING IN THE SECTOR6.1 This sec
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6.9 Respondents working in further
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Figure 6.4: Respondents satisfied w
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Staff Who Have Considered Leaving6.
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Figure 6.7: Respondents who have ap
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• levels of satisfaction with the
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Figure 7.1: Respondents satisfied w
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Staff Attitudes7.8 Respondents were
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7.14 Younger employees aged 18 to 3
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Personal Problems7.20 Respondents w
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• lack of administrative support.
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8 TRAINING AND DEVELOPMENT8.1 Succe
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8.8 Issues relating to involvement
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• quality. A minority of responde
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Table 8.2: Which Teaching Qualifica
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9 GOVERNMENT STRATEGY9.1 Research t
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Table 9.3: To what extent do you ag
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10 CONCLUSIONS10.1 Recruitment and
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Main Benefits and Drawbacks of Work
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ANNEX AQUESTIONNAIRES
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Section A: Background informationAS
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6) Have any teaching posts been fil
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CATI NOTE: routing from Q10 has bee
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Q16a) And what is the main reason,
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22) In which subjects are teaching
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ASK IF YES AT Q25 A) OR C), OTHERS
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33) To what extent do you agree or
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DfES Recruitment and Retention Surv
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8. Are your standard weekly working
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• 5- less than 10• 10- less tha
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• Any other training (please spec
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28. What motivates you personally t
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ASK ALL32. How satisfied or dissati
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ASK ALL CODES 1-7 AT Q41, OTHERS (N
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49. To which of the following group
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