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

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41. Staff working in science, engineering and ICT subjects were least likelyto be satisfied with their current job.42. 60% of respondents agreed that morale is good within theirorganisation. Over a quarter of respondents (28%) disagreed thatmorale was good.43. Those with a less positive view of morale were more likely to beworking in further education, working in science or English, dissatisfiedwith their job and older.44. A quarter of respondents felt that they are not valued and recognisedfor the work they do, although 66% of respondents disagreed with thisstatement.45. Those who are less likely to feel valued include teachers/trainers, thoseworking in further education colleges and those working in sciencesubjects.46. The most common reasons given for continuing to work in the post-16learning and skills sector were helping people to develop (51%), jobsatisfaction/personal achievement (43%) and working withpeople/learners (38%).Key issues in relation to training and development across the sector areas follows:47. Four fifths of respondents indicated that they have regular performancereviews, a written development plan, are engaged in a programme ofcontinuous professional development and have participated in peermentoring.48. Just under half of respondents indicated that they have non-contacttime set aside for continuous professional development.49. Three fifths of respondents indicated that they had received subjectspecific training or general training concerning teaching/learningapproaches. Over a third of respondents had received managementand leadership training.50. Qualitative findings indicated a strong ethos for training within thesector, although, some key concerns included the lack of a well definedcareer path, confusion over acceptable (new) teaching qualificationsand, for some, there was limited opportunity to apply training in theworkplace.51. There appears to be some inequity in terms of training opportunitiesmade available to part-time or sessional staff.v
52. The most common qualification held across the sector is D32/33-A1/2.The proportions of qualifications are diverse across the staff working indifferent provider institutions.Key issues raised in relation to government strategy are as follows:53. Just under a third of staff (32%) indicated that they knew a great dealor a fair amount about the government’s Success for All strategy. Afurther 31% indicated that they knew a little, however, over a third ofstaff (37%) indicated that they had either only heard of it but knewnothing or had never heard of it.54. Among those respondents who indicated that they were aware ofSuccess for All, over half (53%) agreed that the strategy had had apositive effect. Less than one fifth felt they had not seen a positiveeffect.55. There was strong agreement among staff (87%) that moves to ensurethat minimum qualifications are held by those in the post-16 learningand skills sector (part of the Success for All strategy) are a positivestep.vi
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: 32. Key concerns where resources we
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
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6.9 Respondents working in further
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Figure 6.4: Respondents satisfied w
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Staff Who Have Considered Leaving6.
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Figure 6.7: Respondents who have ap
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• levels of satisfaction with the
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Figure 7.1: Respondents satisfied w
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Staff Attitudes7.8 Respondents were
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7.14 Younger employees aged 18 to 3
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Personal Problems7.20 Respondents w
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• lack of administrative support.
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8 TRAINING AND DEVELOPMENT8.1 Succe
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8.8 Issues relating to involvement
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• quality. A minority of responde
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Table 8.2: Which Teaching Qualifica
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9 GOVERNMENT STRATEGY9.1 Research t
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Table 9.3: To what extent do you ag
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10 CONCLUSIONS10.1 Recruitment and
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Main Benefits and Drawbacks of Work
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ANNEX AQUESTIONNAIRES
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Section A: Background informationAS
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6) Have any teaching posts been fil
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CATI NOTE: routing from Q10 has bee
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Q16a) And what is the main reason,
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22) In which subjects are teaching
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ASK IF YES AT Q25 A) OR C), OTHERS
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33) To what extent do you agree or
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DfES Recruitment and Retention Surv
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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
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ASK ALL32. How satisfied or dissati
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ASK ALL CODES 1-7 AT Q41, OTHERS (N
Page 128 and 129:
49. To which of the following group
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