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

More documents

Recommendations

Info

8.8 Issues relating to involvement in training and professional developmentraised during qualitative interviews included:• the balance between skills, confidence and competence. It isfelt that teaching skills can be acquired via working towards arecognised qualification but that confidence and competence islargely developed through experience: “training and development isimportant but it does not mean that you are a good teacher”[Further Education];• the ‘quality agenda’ acts as a driving force providing theimpetus for teachers/trainers to acquire qualifications. However,this is perceived by some in the adult and community learningsector as a largely further education policy driver which fails to takeinto account some of the unique and distinctive elements of adultcommunity learning;• in some cases, poor inspection results had been the impetus tofocus on training.8.9 Qualitative findings confirm that many members of staff identify trainingneeds through appraisals and personal development plans. However, insome cases, hourly paid staff do not have access to the full range of thissupport and sometimes do not get paid fully for their time if theyparticipate in training: “we don’t get paid to attend staff development,maybe you'll get half pay. Sessional staff don’t get appraisals”.8.10 The issue of having non-contact time set aside for CPD was raised inqualitative interviews, however, a bigger issue appeared to be havingenough time to implement new ideas and ways of doing things followingtraining.Subject Specific Training8.11 Respondents were further asked whether they had any training duringthe past year (Table 8.1). 64% of respondents reported they had subjectspecific training during the past year. 73% reported they had generaltraining concerning teaching and learning approaches, 59% had trainingrelating to subject specific teaching and learning approaches and 35%had management and leadership training. 5% of respondents reportedthey received no training during the past year.75
Table 8.1: During the past year, have you had any of the following?%Subject specific training 64General training concerning teaching/ learning approaches 73Training related to subject specific teaching/ learning approaches 59Management and leadership training 35Other 7No training 5Base: All 5492 respondentsSource: YCL/MORI quantitative survey of teaching/training staff, 20058.12 The strong training culture within the sector is illustrated by the aboveevidence; many have gained teaching qualifications whilst in service.8.13 Qualitative research indicated that most staff felt the training had beenuseful and that they had been able to apply some of what they had learntin the classroom as well as it being valuable for their careerdevelopment:• “I have been able to use the training in classes. The training hasgiven me understanding of different ages and how they respond totraining. I teach a wide age range – teenagers to 64 year olds.The training has helped me to know how to keep the studentsinterested” [Further Education];• “I would agree that training has been useful for careerdevelopment. I think with the qualifications I've got, especially if Iwanted to stay in the education sector, I could basically walk out ofthe college and go into any other college” [Further Education].8.14 However, there are some key concerns and some issues among subgroupsraised by qualitative interviewees:• a lack of career paths/options for progression – making CPDdecisions difficult;• a lack of clarity or understanding on which (new) teachingqualifications are relevant or will be acceptable to employers(notably in Skills for Life teaching);• for some, a limited opportunity to apply training in theworkplace;• training pathways. While training focused on organisationalneeds, such as, health and safety is evident, there is a less clearframework for training pathways on subject specialisms and thedevelopment of teaching skills;76
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 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 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
Page 126 and 127: ASK ALL CODES 1-7 AT Q41, OTHERS (N
Page 128 and 129: 49. To which of the following group
show all

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

Create successful ePaper yourself

Delete template?

Save as template?