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

Ethnic Background2.22 Nine out of ten respondents (90%) reported they belong to the ‘white-British’ group (Table 2.3). 2% of respondents reported they belong to the‘other white background’ group and 1% of respondents reported theywere ‘Asian British-Indian’, ‘black or black British-Caribbean’, and ‘blackor black British-African’, respectively. This is similar to the HOST surveywhich found 92% of staff identified themselves as ‘white’ and 7% asspecific minority ethnic groups.2.23 Furthermore, this is broadly in line with figures for the national population(7.9%, 2001 census) and the Staff Individualised Record (8.5%, SIR2003-04).Table 2.3: Respondents ethnic background% SIR 2004 %White – British 90.1 77.7White – Irish 1.3 0.5Any Other White Background 2.5 3.1Mixed – White and Black Caribbean 0.4 0.1Mixed – White and Black African 0.3 0.1Mixed – White and Asian 0.3 0.1Any Other Mixed Background 0.2 0.2Asian or Asian British – Indian 1.1 1.4Asian or Asian British – Pakistani 0.3 0.7Asian or Asian British – Bangladeshi 0.1 0.2Any Other Asian Background 0.2 0.5Black or Black British – Caribbean 0.9 1.3Black or Black British – African 0.7 0.8Any other black background 0.1 0.4Chinese or Other Ethnic Group 0.2 0.2Any other ethnic group 0.6 1.4Refused 0.7 11.3Base: All 5492 respondentsSource: YCL/MORI quantitative survey of teaching/training staff, 2005SIR 2003/04Job Role and Organisation2.24 Respondents were asked to describe their principal job activity.Approximately one third of respondents (32%) had a management role,either as a general manager or as a programme/subject manager (Table2.4). Respondents used a variety of terms to describe their principal jobactivity, including, lecturer (15%), teacher (14%), assessor (10%), trainer(10%), tutor (12%) and learning support worker (2%).12