The Education and Training Foundation (ETF) and its membership body, the Society for Education and Training (SET) have published a report exploring career progression within the Further Education and Training sector.
The research is the first of its kind to provide evidence for barriers to career progression including workload and lack of time, as well as identifying a desire for developing greater expertise and knowledge and the types of support needed to help these be achievable, such as gaining (further) on-the-job experience.
The National Foundation for Educational Research (NFER) was commissioned to assist with the online survey, which was completed by approximately 800 respondents (99 per cent SET members)3 earlier this year.
Key findings of the research:
Respondents stated how they would like their career to progress over the next one to two years:
- a quarter ranked their main priority as developing expertise in their current role
- other main priorities included: taking on greater management responsibilities (16 per cent); developing sector/subject knowledge (13 per cent); and remaining in their current role (10 per cent).
Barriers to career progression
The most significant barrier to career progression is:
- workload and lack of time preventing take-up of continuing professional development (CPD) or higher-level study (50 per cent).
Other commonly reported barriers included:
- lack of encouragement and support from the institution’s management
- lack of promotion or development opportunities
- lack of appropriate subject-specialist CPD.
Only one in ten respondents reported that they had not experienced any barriers.
Motivation for joining sector
The most popular reason for joining the Further Education and Training sector is enjoyment in working with young and adult learners, inspiring the next generation, helping them realise their potential and transforming lives.
Charlynne Pullen, Head of Data and Evaluation at the Education and Training Foundation, said: “There has been much anecdotal evidence of career progression trends in Further Education and Training, but this is the first time we have a comprehensive research report to share with the sector. The research shows there is a willingness and a demand for more training and career progression, the challenge is how to turn that into a reality across the whole sector. Given the need to transform technical education in this country and the increasing role workforce development will play, this research will support better decision-making and analysis on how we move forward.”
Other key findings:
Respondents provided a range of actions and support for how they could overcome barriers:
- undertaking CPD/training/courses/professional development which was inspired, organised and financed by the individual
- exploring ways to improve oneself, self-belief, self-motivation and being determined to succeed
- changing employer/role/department e.g. to gain the required stability and support
- inspiring and supportive practitioners/mentors/peers/colleagues/effective team working
- having a supportive line manager.
Support required to achieve career aspirations
A third of respondents reported that the following would support their career progression:
- gaining (further) on-the-job experience
- undertaking course(s)
- having support of a mentor/coach/line manager.
Defining career progression
The most popular definition of career progression is:
- gaining greater experience/expertise/qualifications/working at higher levels in teaching their chosen subject.