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

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Figure 4.2: Respondents who agree that there are not enoughentry routes into the learning and skills profession, by subjectarea taught45%40%39%37% 37%35%30%25%20%33%31%30% 30%28% 28%26%23%20%15%10%5%0%RetailEngineeringManufacturingBasic skillsHair/beautyBusiness adminICTHealth/socialEnglishTechnologyMathsScienceBase: All 5492 respondentsSource: YCL/MORI quantitative survey of teaching/training staff, 20054.10 Further education HR Managers are generally of the view that there aresufficient entry routes into the Learning and Skills Sector. 54% of HRManagers disagreed that ‘there are not enough entry routes into theLearning and Skills Sector’. This compares with only 21% of HRManagers who agreed with this statement.4.11 Qualitative findings support these results with respondents identifyingthat a range of routes into the sector exist.Barriers to Entry4.12 A major barrier to entry is awareness of the sector and the opportunitieswithin it. From an existing staff perspective, two main issues werehighlighted:• difficulty in finding suitable contracts;• lengthy recruitment period.33
4.13 In terms of finding suitable contracts, two differing perspectivesemerged. Some were often looking for flexible working hours to suittheir lifestyle, for example, older employees who were looking for parttimehours. Conversely, some who had part-time work were oftenseeking more permanent and longer hours:• “I did part-time jobs at two colleges for a while in the hope that onething or another would come up – the situation of only doing ad hochours was very unsatisfactory” [Further Education].4.14 The issue of lengthy recruitment periods related, in particular, to theadult and community learning sector. Some respondents felt that thismay lead to the loss of good candidates who take up other opportunities.Our understanding is that this lengthy process can be related toformalised decision making and the need to follow strict local authorityprocedures:• “one of the downsides of working for the local authority comparedto being in further education was the lack of flexibility. We arerestricted by local authority protocols which make the recruitmentprocess very long” [ACL];• “there was a delay from sending in the application to finding out if Ihad an interview or if the post was actually going to be funded. Ithink it must have been six weeks before I got a reply” [ACL].4.15 Some concern was raised that the new teaching qualificationsrequirement may be acting as a barrier to some potential new recruits.Some specific concerns were raised by those in the adult communitylearning sub-sector in relation to Skills for Life tutors. They felt that therewould be a time lag in getting staff trained up to this level which mightexacerbate existing staff shortage problems.4.16 Managers within the sector highlighted low pay as a significant barrier torecruitment. In particular, they mentioned the sector’s inability tocompete with industry and school pay which has led to potential recruitsin not accepting a position in the sector. This issue is considered as aparticular concern for IT tutors who are likely to be better paid in theprivate sector and maths and science teachers who are likely to bebetter paid in the school sector.4.17 HR managers also felt that low numbers of applicants with the requiredskills contributed to hard-to-fill vacancies.34
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 and 40: • “I met one of the managers at
Page 41: Perceptions of Entry Routes4.6 A ma
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
Page 94 and 95:
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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