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

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Figure 6.4: Respondents satisfied with amount and quality ofresources, by subject area taughtRetailManufacturingTechnologyMaths72%70%86%81%83%81%77%81%Hair/beautyHealth/socialBusiness admin71%70%73%80%78%78%Basic skills69%77%ICT77%71%Engineering70%77%EnglishScience64%62%70%73%0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%Amount of resourcesQuality of resourcesBase: All 5492 respondentsSource: YCL/MORI quantitative survey of teaching/training staff, 20056.16 Figure 6.5 presents levels of satisfaction with the amount and quality ofresources by type of organisation. Further education colleges and adultand community learning organisations reported less satisfaction withboth the amount and quality of resources than other organisations.55
Figure 6.5: Respondents satisified with amount and qualityof resources, by type of organisation90%80%70%60%85%83% 82%76% 77% 76%73%79%69%75%68%60%50%40%30%20%10%0%In-housetrainingPrivatetrainingVoluntarysectorSixth form ACL FE collegeAmount of resourcesQuality of resourcesBase: All 5492 respondentsSource: YCL/MORI quantitative survey of teaching/training staff, 20056.17 Respondents who were dissatisfied with the amount of resources andfacilities available were asked to specify which resources or facilitieswere lacking. Over a third of these respondents (37%) reported that ITresources and facilities were poor or lacking. 30% reported poor workingconditions and lack of equipment/up to date equipment, respectively.6.18 In terms of quality of resources and facilities, qualitative respondentsmentioned the same key issues that need to be improved, such as, ITfacilities/resources, working conditions and equipment.Future Plans6.19 In terms of future plans we review staff who indicated that they haveconsidered leaving their current job and those who have gone furtherand actually applied for other jobs.56
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 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 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
Page 112 and 113: 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
Page 120 and 121:
• Any other training (please spec
Page 122 and 123:
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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