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

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4 ENTRY TO THE SECTOR4.1 This section covers issues relating to entry into the sector. It isstructured as follows:• experiences of entry routes;• perceptions of entry routes;• barriers.Experiences of Entry Routes4.2 Qualitative findings indicate that the recruitment experience is generallyperceived as straightforward. The majority of respondents indicated thatthey underwent a formal recruitment process involving an application foran advertised post and attending a structured interview. Almost allrespondents entering further education were involved in a rigorous andformal recruitment process including, in some cases, the requirement todeliver a presentation or lesson. This approach is adopted in generalacross the subject range but appears to be used particularly in therecruitment of maths and science teachers.4.3 In a minority of cases more informal recruitment processes have beenadopted. These have sometimes involved adverts and interviews buthave often involved an element of networking and personal contactwhich has led to appointments.4.4 Some factors cited by respondents which have helped to improve theirrecruitment, which apply both to the more formal and informalapproaches described above, include:• personal links – where former students might be encouraged by ateacher/trainer to consider working in the sector;• work tasters – which provide an opportunity for potential recruits toexperience the delivery of a teaching/training session;• specific encouragement by a former teacher/trainer.4.5 Most strategies adopted by provider organisations, which staff are awareof, aim to overcome the general lack of awareness that those outside ofthe learning and skills sector have of available opportunities. Forexample, the use of tasters has a benefit to both employee andemployer by minimising the risk of the unknown.31
Perceptions of Entry Routes4.6 A majority of respondents (51%) disagreed with the statement that thereare not enough entry routes into the learning and skills profession. Thiscompares with 31% of respondents who agreed with this statement .4.7 Respondents in work based learning provision were more likely to agreethat there are not enough entry routes (36%) than respondents in adultlearning and community provision (25%) and further education provision(23%).4.8 Figure 4.1 presents the findings by type of organisation. Respondents insixth form colleges (19%), further education colleges (27%) and adultand community learning organisations (31%) were least likely to agreethat there are not enough entry routes into the learning and skillsprofession.Figure 4.1: Respondents who agree that there are not enoughentry routes into the learning and skills profession, by type oforganisation40%37%35%30%34%32%31%27%25%20%19%15%10%5%0%PrivatetrainingIn-housetrainingVoluntarysectorACL FE college Sixth formBase: All 5492 respondentsSource: YCL/MORI quantitative survey of teaching/training staff, 20054.9 In terms of subject there are differences by area taught (Figure 4.2).Science (20%), maths (23%) and technology (26%) teacher/trainerswere least likely to agree that there are not enough entry routes into thelearning and skills profession.32
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 and 38: Vocational Reasons3.21 This is the
Page 39: • “I met one of the managers at
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
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
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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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