Evaluation of the Golden Hello Initiative - York Consulting

The Evaluation of the Golden Hello Initiative• the extent to which the list of shortage subject areas reflects sector need isunknown given a dearth of up-to-date data nationally and locally. Qualitativefeedback suggests that shortage subjects differ by location and contextual factorsand are subject to change. Independent Specialist colleges have distinct needsthat are not considered to be reflected in the design of the initiative;• there is a lack of clarity in the definition of prior ‘teaching experience’ andwhether this includes ‘instruction’;• the rationale of excluding individuals with prior teaching experience hasbeen questioned. It is felt that returnees and those ‘testing the water’ byundertaking some paid teaching prior to entering into the sector e.g. from higherpaid industry employment could be attracted by a Golden Hello;• there needs to be greater cohesion across other initiatives to ensure that(local) policies/programmes for teacher training and to attract Basic Skills tutorsdo not cancel each other out;• some non-eligible FE institutions are disappointed that the initiative doesnot cover their staff;• some colleges have highlighted recruitment and retention needs for supportstaff that are not eligible for a Golden Hello;• the timing, amount and requirements for payment have been questioned. Toact as a recruitment tool, payment could be made earlier. There is concern thatthe initiative does not require recipients to stay for more than a term postpayment.It is uncertain whether the amount of payment received after tax issufficient to make a difference in the light of issues pertaining to pay;• some colleges felt it might be more effective to give colleges more autonomyand flexibility to distribute Golden Hellos according to needs.Conclusionsxxvii At this early stage, it is not possible to definitively and quantifiably comment on effectand impact. Nevertheless, there is evidence that the initiative is having some effect interms of:• recipients feeling more valued, evidencing increased job motivation, and in asmall number of cases, exhibiting a change in their perceptions of FE;• the speed of enrolment on a teaching course and type of qualificationundertaken among a small percentage;• recruitment with around 10% of recipients being influenced to enter into FE;• retention with around a third of recipients being influenced to stay teaching in FE.xxviii Despite this, there are some negative effects:• the initiative can be seen as divisive where differing interpretations of theeligibility criteria are leading to inconsistency in approval;• payment is not considered to be sufficient to influence teachers’ long termcommitment and there are other factors that exert greater influence onrecruitment and retention;vi