Recruitment and Retention in the Post-16 Learning and Skills Sector
Recruitment and Retention in the Post-16 Learning and Skills Sector
Recruitment and Retention in the Post-16 Learning and Skills Sector
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10.6 Ano<strong>the</strong>r motivation, for fewer staff, relates to <strong>the</strong>ir own background orhistory. This is particularly <strong>the</strong> case where family members or closefriends work with<strong>in</strong> <strong>the</strong> sector <strong>and</strong> encourage or recommend an<strong>in</strong>dividual to jo<strong>in</strong>.10.7 The positive side to this range of motivations is that people ‘jo<strong>in</strong> for <strong>the</strong>right reasons’. However, this may not always <strong>in</strong>clude a realisticunderst<strong>and</strong><strong>in</strong>g or assessment of <strong>the</strong> wider range of responsibilitiesrelat<strong>in</strong>g to teach<strong>in</strong>g <strong>and</strong> tra<strong>in</strong><strong>in</strong>g <strong>in</strong> <strong>the</strong> present day. Thus, creat<strong>in</strong>g adivide between <strong>in</strong>dividual expectations <strong>and</strong> <strong>the</strong> reality ofteach<strong>in</strong>g/tra<strong>in</strong><strong>in</strong>g.At What Po<strong>in</strong>t <strong>in</strong> <strong>the</strong>ir Career do People Jo<strong>in</strong> <strong>the</strong> <strong>Sector</strong>?10.8 It is clear that most people who have jo<strong>in</strong>ed <strong>the</strong> sector did not set out ata very early stage to specifically work <strong>in</strong> <strong>the</strong> post <strong>16</strong> Learn<strong>in</strong>g <strong>and</strong> <strong>Skills</strong>arena. Most staff had previously worked <strong>in</strong> o<strong>the</strong>r <strong>in</strong>dustry sectors withsmaller numbers com<strong>in</strong>g from work<strong>in</strong>g as a school teacher or after fulltimeeducation.10.9 Many entrants from o<strong>the</strong>r sectors had experience of tra<strong>in</strong><strong>in</strong>g orassessment. For this group reasons for not pursu<strong>in</strong>g teach<strong>in</strong>g provide an<strong>in</strong>terest<strong>in</strong>g <strong>in</strong>sight. School teach<strong>in</strong>g was discounted for three reasons.Firstly qualifications; <strong>the</strong>y were not suitably qualified <strong>and</strong> did not want tostudy full-time for a PGCE. Secondly, <strong>the</strong> post-<strong>16</strong> sector has a lowerqualification requirement <strong>and</strong> provides tra<strong>in</strong><strong>in</strong>g <strong>and</strong> support towardsteach<strong>in</strong>g qualifications on <strong>the</strong> job. Thirdly, <strong>the</strong>y had less desire to teachyoung people <strong>and</strong> felt more drawn to those aged over <strong>16</strong>.10.10 Factors <strong>in</strong>fluenc<strong>in</strong>g school teachers to jo<strong>in</strong> <strong>the</strong> post <strong>16</strong> sector <strong>in</strong>clude; adesire for a more flexible <strong>and</strong> autonomous work<strong>in</strong>g environment, adifferent client group (<strong>in</strong>clud<strong>in</strong>g more motivated learners) <strong>and</strong> a desireto be challenged for greater personal rewards.Ma<strong>in</strong> Barriers to Enter<strong>in</strong>g <strong>the</strong> <strong>Sector</strong>10.11 The major barrier to entry is simply awareness of <strong>the</strong> sector <strong>and</strong> <strong>the</strong>opportunities that exist with<strong>in</strong> it. O<strong>the</strong>r problems identified as barriers byexist<strong>in</strong>g staff <strong>in</strong>clude <strong>the</strong> difficulty of f<strong>in</strong>d<strong>in</strong>g suitable contracts (for thoseseek<strong>in</strong>g full-time permanent opportunities), lengthy recruitment periods,<strong>the</strong> requirement for m<strong>in</strong>imum teach<strong>in</strong>g qualification <strong>and</strong> perceived lowpay with<strong>in</strong> <strong>the</strong> sector.86