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

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5.6 The main destination for teachers leaving their post in a college was totake a post at another FE college. Over half of staff (55%) who areleaving go to work at a different college. 16% of staff leave due toretirement and 10% left for a post in a different industry. Only 6% ofleavers joined the schools sector.5.7 The volume of staff leaving to teach in another FE establishmentsuggests most staff turnover does not result in people leaving the sector.Vacancies5.8 Among the further education colleges covered by the HR survey 1092vacancies were identified, an overall vacancy rate of 2% ofteacher/trainer staff.5.9 As might be expected, the vacancy rate varied by college and by subjectarea. Just over a quarter of institutions (26%) had no vacancies at all.56% of institutions had vacancies which represent up to 4% of theirpermanent teaching staff. A further 11% of FE institutions have a greaterproportion of vacancies representing above 5% of their permanentteaching staff. The majority of vacancies relate to teaching and lecturingstaff.Table 5.2 Vacancies as a proportion ofpermanent teaching staffVacancies as % ofteaching staffPercentage ofSample0 % 26%9% 3%Base: 182 all institutionsSource: YCL/MORI quantitative survey of FE HR managers, 20055.10 This compares favourably with employees in general. The NationalEmployers Skills Survey undertaken by the LSC (2004) showed that27% of establishments with more than 5 staff reported vacancies and18% of all establishments had vacancies.37
5.11 The major reason given for vacancies arising by nearly two thirds ofinstitutions (64%) is as a result of staff leaving. Just over a quarter ofcolleges (26%) cited the expansion of existing courses with 8% ofcolleges linking vacancies to the establishment of new courses.5.12 Higher proportions of vacancies were found in construction, health/socialcare and public services and visual/performing arts and media (Table5.3).5.13 There appear to be fewer vacancies in more academic subjects such as,English, science and mathematics.Table 5.3 Vacancies by Subject AreaNo.Institutionswithvacancies% of HRmanagersreportingvacanciesSubject AreasNone 48 26%Construction 48 26%Health/social care and public services 41 23%Visual/performing arts and media 40 22%Hospitality/sport/leisure/travel 35 19%Business admin/management 32 18%Hairdressing and beauty therapy 28 15%Key Skills 26 14%Basic Skills 24 13%English Languages and communication 23 13%ICT 23 13%Other 21 12%Science 20 11%Agriculture/horticulture 12 7%Mathematics 12 7%Early Years 12 7%Humanities 9 5%Technology 9 5%Retail/customer service/transport 4 2%Manufacturing 4 2%Engineering 3 2%Law 2 1%Base: 182 Institutions supplying figures on vacanciesSource: YCL/MORI quantitative survey of FE HR managers, 200538
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 and 42: Perceptions of Entry Routes4.6 A ma
Page 43 and 44: 4.13 In terms of finding suitable c
Page 45: 5 TURNOVER, VACANCIES AND HARD TO F
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
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
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33) To what extent do you agree or
Page 114 and 115:
DfES Recruitment and Retention Surv
Page 116 and 117:
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
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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