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

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7.14 Younger employees aged 18 to 34 were more likely to agree that moraleis good (71%) than older employees (59% of those aged 35 to 44, 54%of those aged 45 to 54 and 55% of those aged over 55).Feeling Valued and Recognised7.15 One quarter of respondents agreed that they do not feel valued andrecognised for the work they do (Table 7.3), while two thirds (66%)disagreed with this statement.Table 7.3: To what extent to you agree/disagree that you do not feel valuedand recognised for the work you do?%Strongly agree 10Tend to agree 15Neither agree nor disagree 8Tend to disagree 22Strongly disagree 44Don’t know 1Base: All 5492 respondentsSource: YCL/MORI quantitative survey of teaching/training staff, 20057.16 Teachers/trainers were more likely to agree that they do not feel valuedor recognised for the work they do (28%), compared to managers (22%)learning support workers (20%) and assessors (19%) (Figure 7.5).30%25%20%15%10%5%0%Figure 7.5: Respondents who agreed that they do not feelvalued and recognised, by principal job activity28%22%Teacher/tutor Manager Learning supportworker20% 19%AssessorBase: All 5492 respondentsSource: YCL/MORI quantitative survey of teaching/training staff, 200567
7.17 Respondents in further education colleges were more likely to agree thatthey do not feel valued or recognised for the work they do (32%), thanthose in voluntary sector organisations (23%), adult and communitylearning organisations (22%), sixth form colleges (22%), in-housetraining and private training organisations (20%). Teachers/trainers inscience (35%), engineering (28%), technology (28%), maths (27%) andICT (27%) were less likely to feel valued than those in other subjects.Personal Motivation7.18 Respondents were asked what motivates them to continue working inthe learning and skills sector (Table 7.4). The most common responsecited was helping people develop (51%), job satisfaction/personalachievement (43%) and working with people/learners (38%).Table 7.4: What motivates you personally to continue working in this sector?%Being part of a learning community 3Collegiality/teamwork 6Sense of vocation 7Working with people/learners 38Helping people to develop 51Giving something back to community/society 7My personal development/challenging myself 10Flexibility/variety of job role 4Job satisfaction/personal achievement 43Love of my subject 7Opportunities for promotion 1Opportunities for professional development 2Well paid 7Long holidays 2Good job security 2Hours fit with family/other commitments 2Lack of other options 1Nothing – I want to leave the sector 2Other 2Don’t know *Base: All 5492 respondentsSource: YCL/MORI quantitative survey of teaching/training staff, 20057.19 Qualitative evidence, relating to satisfaction supports these findings,indicating that the key benefits of working in the post-16 learning andskills sector are:• personal rewards gained from teaching;• rewards from working with adult learners;• the sense of positively contributing to the local community;• flexibility and autonomy;• supportive working environment.68
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RESEARCHRecruitment and Retention i
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ContentsPage1 INTRODUCTION ........
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of respondents), closely followed b
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32. Key concerns where resources we
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52. The most common qualification h
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Definitions1.5 A number of terms ha
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• at what point in their career t
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1.16 Key question areas relevant to
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2 METHODOLOGY AND PROFILE OF RESPON
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2.13 Prior to the main survey, a fu
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Ethnic Background2.22 Nine out of t
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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 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 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
Page 118 and 119: • 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
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ASK ALL CODES 1-7 AT Q41, OTHERS (N
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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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