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

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Table 9.3: To what extent do you agree/disagree that the moves toensure minimum qualifications are held by those in the post-16learning sector are a positive step?%Strongly agree 59Tend to agree 28Neither agree nor disagree 4Tend to disagree 5Strongly disagree 3Don’t know 2Base: All 5492 respondentsSource: YCL/MORI quantitative survey of teaching/training staff, 20059.10 Those working in basic skills and who identify themselves as membersof black and minority ethnic groups are slightly less likely to agree andmore likely to disagree.9.11 Over two fifths of HR Managers believe that moves to ensure minimumqualifications are held by those working in the post 16 sector have had apositive impact on recruitment, compared with 17% who believe theeffect to be negative. Just under a third (32%) believes minimumqualifications have had no impact on recruitment.9.12 Although there is general agreement that minimum qualifications are apositive step, qualitative evidence indicates some disgruntlement amongthose who are having to undertake further training:• “I wouldn’t say that I'm looking forward to [further training] … [but] itbrings me to the standards that they need me to be working at”[Further Education];• “some [tutors] are being asked to go for qualifications for somethingthey are already doing” [Adult and Community Learning];• “I don’t see why you have to sit through a long course to prove thatyou can already do it” [Further Education].Summary9.13 Key issues raised in relation to government strategy are as follows:• just under a third of staff (32%) indicated that they knew a greatdeal or a fair amount about the government’s Success for Allstrategy. A further 31% indicated that they knew a little, however,over a third of staff (37%) indicated that they had either only heardof it but knew nothing or had never heard of it;83
• among those respondents who indicated that they were aware ofSuccess for All, over half (53%) agreed that the strategy had had apositive effect. Just under a fifth of respondents disagreed that ithad had a positive effect;• HR Managers in colleges broadly echo this, albeit with slightly lessagreement;• there was strong agreement among staff (87%) that moves toensure that minimum qualifications are held by those in the post-16learning and skills sector are a positive step. Although there isqualitative evidence of some disgruntlement among those who arehaving to undertake further training.84
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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
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• “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 90 and 91: 9 GOVERNMENT STRATEGY9.1 Research t
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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