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

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• quality. A minority of respondents indicated some discontentaround training, with a feeling that the quality can be variable: “I ammostly satisfied [with training], I mean obviously, it is variable.Some of it’s good, some of it’s bad and some of it’s atrocious”[Further Education];• lack of time to attend training is a constraint for some staff whichcan often mean juggling timetables and arranging cover staff. Insome cases, staff are discouraged from attending training becausethey return to increased workloads as a result: “whenever I go onexternal training sessions, no cover is arranged for my classes. SoI come back with extra work to do. It puts you off training”. [FurtherEducation].8.15 There is not perceived to be equity of access to training opportunities,particularly among part-time/sessional staff and less funding is felt to beavailable for staff training in the adult and community learning and workbased learning sub-sectors.Qualifications8.16 Respondents were asked about the teaching and training qualificationsthey currently hold (Table 8.2). Many teachers hold more than onequalification. The main qualification held is D32/33 and A1/2qualifications (41%). 25% hold a Certificate/Diploma in Education orTeaching and Learning, 24% hold a PGCE/PGET qualification and 23%hold a D34/V1 qualification. 9% of respondents had no formal teachingqualifications.8.17 These largely reflect the findings of the HOST survey which reported that28% of teachers hold a PCGE, 24% a Certificate in Education orTeaching and Learning and 25% hold a Certificate in FE Teaching andLearning.8.18 In terms of different organisations that staff work for the followingcharacteristics emerge:• those working in sixth form colleges hold PGCE/PGETs;• those working in further education are most likely to hold a D32/33-A1/2, a certificate/diploma in education/teaching/learning or aPGCE/PGET;• those working in adult and community learning are most likely tohold a D32/33-A1/2, a certificate/diploma ineducation/teaching/learning or a PGCE/PGET plus a range of otherqualifications;77
• those working in work based learning are most likely to hold aD32/33-A1/2 or a D34/V1 plus a range of other qualifications.78
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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
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Table 2.10: What are the main subje
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• HR Managers views on the reason
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Table 2.15: Total StaffStatus ‘Oc
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2.44 A total of 113 in-depth interv
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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 84 and 85: 8.8 Issues relating to involvement
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
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Recruitment and Retention in the Post-16 Learning and Skills Sector

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