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

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8. Are your standard weekly working hours in this job full time (thatis, 35 hours or more per week) or part time (less than 35 hours)?INTERVIEWER NOTE: BY STANDARD WEEKLY WORKINGHOURS, WE MEAN CONTRACTED HOURS IN THIS JOB ONLY,NOT INCLUDING OVERTIME OR HOURS WORKED IN OTHERJOBS. SINGLE CODE ONLY• Full-time• Part-time – please specify number of hours per week_______• Other – please specifyASK IF MORE THAN ONE JOB AT Q5, OTHERS GO TO Q109. How many hours in a standard working week do you usually workin total, including the other jobs you told me about – butexcluding overtime? SINGLE CODE ONLY• 15 or less• 16 – 24• 25 – 30• 31 – 34• 35 – 40• 41 – 48• More than 48 hours/ weekASK ALL10. What are the main subjects of your teaching, lecturing, training,tutoring or direct learner support activities? MULTICODE OK.PROBE TO PRECODE LIST. IF UNSURE OF CODING, ENTERSUBJECT AREA IN OTHER.• 1 Science• 1 Mathematics• 2 Agriculture/horticulture• 3 Construction• 4 Engineering• 4 Technology• 4 Manufacturing• 5 Business administration/management/professional• 6 Information Communications technology• 7 Retailing/customer service/transportation• 8 Hospitality/sports/leisure and travel• 9 Hairdressing and beauty therapy• 10 Health/social care and public services• 11 Visual/performing arts and media• 12 Humanities• 13 English, languages and communication• 14 Law• 15 Basic skills• Other (specify)
11. On average, how many hours a week do you spend teaching anynumber based or arithmetic skills? NOTE TO INTERVIEWER: WEARE INTERESTED IN ANY NUMBER BASED TEACHING,INCLUDING MATHEMATICS, NUMERACY, STATISTICS,ACCOUNTANCY, ETC, WHICH MAY BE PART OF A DIFFERENTCOURSE SUCH AS BUSINESS STUDIES OR ENGINEERING.SINGLE CODE ONLY• Less than 1 hour• 1 – 5 hours• 6 – 10 hours• 11 – 15 hours• 16 – 20 hours• More than 20 hours/ week12. Are your main teaching or teaching-related activities in any of thefollowing areas? READ OUT, ROTATE START. MULTICODE OK• Literacy• Numeracy• English as a second language (ESOL)• Entry to Employment (E2E)• Learners with learning difficulties and/ or disabilities• None of these (do not read out)13. Which of these age groups do you work with? READ OUT,MULTICODE OK.• 14-15 yrs• 16-19 yrs• 20-24 yrs• 25+ yrs14. How many years experience have you had in teaching, lecturing,training, tutoring or direct learner support with this organisation?SINGLE CODE ONLY• Less than 1• less than 3• less than 5• 5- less than 10• 10- less than 20• 20 or more15. The ‘learning and skills sector’ covers further education and sixthform colleges, adult and community learning providers and workbased learning providers. It excludes schools and highereducation. How many years experience have you had in teaching,lecturing, training, tutoring or direct learner support in thelearning and skills sector, in total?• Less than 1• less than 3• less than 5
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RESEARCHRecruitment and Retention i
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ContentsPage1 INTRODUCTION ........
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of respondents), closely followed b
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32. Key concerns where resources we
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52. The most common qualification h
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Definitions1.5 A number of terms ha
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• at what point in their career t
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1.16 Key question areas relevant to
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2 METHODOLOGY AND PROFILE OF RESPON
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2.13 Prior to the main survey, a fu
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Ethnic Background2.22 Nine out of t
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Types of Provision2.26 In addition
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Table 2.10: What are the main subje
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• HR Managers views on the reason
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Table 2.15: Total StaffStatus ‘Oc
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2.44 A total of 113 in-depth interv
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3 MOTIVATION TO JOIN THE SECTOR3.1
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Entrants from Teaching3.13 Responde
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Vocational Reasons3.21 This is the
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• “I met one of the managers at
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Perceptions of Entry Routes4.6 A ma
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4.13 In terms of finding suitable c
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5 TURNOVER, VACANCIES AND HARD TO F
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5.11 The major reason given for vac
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5.16 Generally HR Managers did not
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Maths and Science• “there are i
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5.27 Teacher/trainer respondents we
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Table 5.7: What could your organisa
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• “there is a shortage of maths
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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
Page 66 and 67: Staff Who Have Considered Leaving6.
Page 68 and 69: Figure 6.7: Respondents who have ap
Page 70 and 71: • levels of satisfaction with the
Page 72 and 73: Figure 7.1: Respondents satisfied w
Page 74 and 75: Staff Attitudes7.8 Respondents were
Page 76 and 77: 7.14 Younger employees aged 18 to 3
Page 78 and 79: Personal Problems7.20 Respondents w
Page 80 and 81: • lack of administrative support.
Page 82 and 83: 8 TRAINING AND DEVELOPMENT8.1 Succe
Page 84 and 85: 8.8 Issues relating to involvement
Page 86 and 87: • quality. A minority of responde
Page 88 and 89: Table 8.2: Which Teaching Qualifica
Page 90 and 91: 9 GOVERNMENT STRATEGY9.1 Research t
Page 92 and 93: Table 9.3: To what extent do you ag
Page 94 and 95: 10 CONCLUSIONS10.1 Recruitment and
Page 96 and 97: Main Benefits and Drawbacks of Work
Page 98 and 99: ANNEX AQUESTIONNAIRES
Page 100 and 101: Section A: Background informationAS
Page 102 and 103: 6) Have any teaching posts been fil
Page 104 and 105: CATI NOTE: routing from Q10 has bee
Page 106 and 107: Q16a) And what is the main reason,
Page 108 and 109: 22) In which subjects are teaching
Page 110 and 111: ASK IF YES AT Q25 A) OR C), OTHERS
Page 112 and 113: 33) To what extent do you agree or
Page 114 and 115: DfES Recruitment and Retention Surv
Page 118 and 119: • 5- less than 10• 10- less tha
Page 120 and 121: • Any other training (please spec
Page 122 and 123: 28. What motivates you personally t
Page 124 and 125: ASK ALL32. How satisfied or dissati
Page 126 and 127: ASK ALL CODES 1-7 AT Q41, OTHERS (N
Page 128 and 129: 49. To which of the following group
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Recruitment and Retention in the Post-16 Learning and Skills Sector

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