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

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• “I’d spent about 15 years working on aircraft on the shop floor and Ididn’t really know much about teaching at all but I went for theinterview and I passed. And really up until then I didn’t have anythoughts about going into teaching at all and now I love it, I’ve beendoing it for nearly four years. So if I’m being honest, it was just thechance of promotion, that’s why I went for it but now I’m in it, I’mhere to stay” [Work Based Learning];• “to be perfectly honest, originally I did it as a stopgap because Iwanted to go back to university and do research and I thought itwould be a relevant thing to do for a few years and then Ithoroughly enjoyed it and remained a teacher”. [Further Education]3.28 Other personal motivations revealed in qualitative research related towomen with families who are attracted by the sector’s comparativelyflexible hours: “after my children I didn’t want to return [to banking], so Igot into a teaching course” [Adult and Community Learning]. A numberof women in further education who had previously worked as schoolteachers cited the more mature learner group and flexibility as keymotivations.3.29 This applied to those working in all sub-sectors, although for some it wasonly this search for flexible work which led them to ‘discover’ furthereducation: “[I] taught primary, because of my children. I had a break ,then came in through sessional teaching in the evenings, working upfrom 4 hours initially. I hadn’t known about the possibility of FE beforethat” [Further Education].Background/History Reasons3.30 The major background/history reason related to a personal or familybackground in schools or higher education with a smaller numbermentioning inspiration by a good teacher/trainer. Respondents whowork in the further education sector and the adult and communitylearning sector were significantly more likely to report background/historyreasons for joining the sector (16% respectively) than those who work inthe work based learning sector (9%).3.31 Among qualitative respondents there were a number of specificreferences to family links and inspiration or advocacy by formerteachers/trainers:• “the tutor said to me – have you ever though of tutoring?” [Adultand Community Learning];• “the school I worked in closed down and a close friend suggestedworking at the college” [Further Education];29
• “I met one of the managers at a toy library, and they encouragedme to apply” [Adult and Community Learning].Summary3.32 Key points arising from the research relating to individuals motivation tojoin the sector are as follows:• the majority of staff (61%) started working in the sector between theages of 18 and 34;• most entrants did not begin their career with a clear ambition to gointo teaching/training in the post-16 sector. The majority of staffentered the sector after working in other industry sectors – smallernumbers entered from teaching or with no previous experience;• entrants from industry were most likely to go into work basedlearning or adult and community learning provision. Many leftindustry due to stress or a desire to do something ‘moreworthwhile’;• only a small number of respondents joined the sector early in theircareer after qualifying as a teacher via the PGCE route. Fewplanned to join the sector and most ‘discovered’ the sector througha variety of means;• the common reasons for leaving the school sector included betterdiscipline and learner motivation;• nearly half of respondents (46%) indicated some vocationalreasons for joining the sector, this was followed by just over a thirdof respondents (35%) who indicated personal reasons. Thebiggest single reason for joining the sector was to help people todevelop (26% of respondents), closely followed by those whowanted to change their career path (19%);• a specific personal reason relating to women with families is theattraction of the sector’s comparative flexibility, particularly,compared with school teaching;• for a minority of staff working in the sector a major influencingfactor was personal or family links to education or inspiration by agood teacher/trainer.30
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 and 10: 52. The most common qualification h
Page 11 and 12: Definitions1.5 A number of terms ha
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: Vocational Reasons3.21 This is the
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
Page 62 and 63: 6.9 Respondents working in further
Page 64 and 65: 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
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Table 8.2: Which Teaching Qualifica
Page 90 and 91:
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
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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