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

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9 GOVERNMENT STRATEGY9.1 Research topics also covered staff views and awareness of governmentstrategy in the form of Success for All. Results relate to generalawareness of the policy and more specific strands, such as, introducingminimum qualifications.Awareness of Success for All9.2 When asked how much they knew about Success for All, over two thirdsof teachers/trainers (63%) indicated that they knew a little or more(Table 9.1). Just under a third (32%) said they knew a ‘great deal’ or a‘fair amount’.9.3 Just under a fifth of staff (19%) said they had heard of the strategy butknew nothing about it and 18% of respondents said they had not heardof the strategy.Table 9.1: How much do you know about the Government’s strategy‘Success for All’?%A great deal 8A fair amount 24A little 31Heard of but know nothing about 19Never heard of it 18Don’t know *Base: All 5492 respondentsSource: YCL/MORI quantitative survey of teaching/training staff, 20059.4 Managers were much more likely to know a great deal (14%) or a fairamount (35%) than all other staff. Those who had worked for theirorganisation longer were also more likely to have higher awareness –this is probably linked to seniority with those having served longer whoare more likely to be managers and senior lecturers who are involved inplanning and strategy. In terms of subject, those working in basic skillswere most likely to be aware of Success for All.Impact of Success for All9.5 Respondents who had some awareness of the Success for All strategywere asked to indicate whether they agreed it had a positive effect onthe learning and skills sector (Table 9.2). 53% of respondents agreedthat the strategy has had a positive effect, 18% disagreed and 20%neither agreed nor disagreed.81
Table 9.2: To what extent do you agree/disagree that the government’sstrategy ‘Success for All’ has had a positive effect on the learning andskills sector?%Strongly agree 12Tend to agree 41Neither agree nor disagree 20Tend to disagree 13Strongly disagree 5Don’t know 8Base: All 5492 respondentsSource: YCL/MORI quantitative survey of teaching/training staff, 20059.6 Those who work only in work based learning (59%) and adult andcommunity learning (58%) are more likely to agree that Success for Allhas had a positive effect than those working only in further education(44%).9.7 Staff working in maths, retailing and basic skills were more likely to feelthe strategy has had a positive effect; as are those who are younger,have less experience in the sector or in their organisation.9.8 HR Manager’s views of the impact of Success for All are slightly morenegative but broadly in line with the views of teaching staff. Nearly twofifths (39%) agreed that Success for All has had a positive effect on theLearning and Skills sector. Just over a quarter of HR Managers (26%)disagreed with this statement.Attitudes to Minimum Qualifications9.9 The majority of teacher/trainer respondents (87%) agreed that themoves to ensure that minimum qualifications are held by those in thepost-16 learning sector (a key element of Success for All) are a positivestep (Table 9.3).82
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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
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Entrants from Teaching3.13 Responde
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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 86 and 87: • quality. A minority of responde
Page 88 and 89: Table 8.2: Which Teaching Qualifica
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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