Education

Covid-19 Gives Schools A Recruitment Boost – But The Real Test Is Yet To Come


Schools have been given a massive boost with a surge in people wanting to become teachers – but the real test is how many will stay in the classroom once the recession is over.

School leaders have struggled for years to recruit sufficient staff, with science subjects particularly badly hit, forcing many to deploy non-specialist teachers or even ditch some subjects altogether.

But the knock-on effects of the pandemic have led to a surge in applications for teacher training that will go a long way towards closing the gaps.

The number of people embarking on teacher training courses this year in England is up by almost a quarter, according to Government figures published today.

And recruitment targets for secondary or high school teachers have been met for the first time in eight years.

Today’s figures follow of a historic pattern which has seen applications to train to be a teacher rise during a recession and dip during a period of economic recovery.

Teaching is seen as a relatively secure profession, able to withstand economic downturns, whose appeal grows and diminishes according to the availability of alternatives.

And this year that pattern has been amplified many times by the depth of the economic hit, producing an unparalleled increase in the demand for teacher training.

The number of people starting teacher training courses this year rose by 23% on last year, according to today’s official figures.

At primary level – to train to teach children aged four to 11 – recruitment reached 130% of the estimated level of need, the third time in four years that it has surpassed the Government target.

But it is secondary level – to teach children aged 11 to 16 – that has seen the biggest boost, with recruitment hitting 106% of the target, the first time it has been met since 2012/13.

The overall figure hides continuing shortages however. Five subjects at secondary level failed to reach their target, based on the Government’s estimate of need.

Mathematics, physics, chemistry, design and technology and modern foreign languages all missed their targets, and in the case of physics it still managed to recruit less than half (45%) the number of new teachers it needs.

But while the overall figures will ease a major headache for school leaders, the real test will be how many of these new entrants stay in the classroom once the economic conditions improve.

Around one in six teachers leave after just a year in the classroom, while a just a third are still teaching after five years, figures that have barely changed since I reported on them last year.

The challenge for school leaders – and for Government – will be how to persuade many of this year’s entrants that teaching is not just a safe port in a storm, but a long-term option even with a fair wind in the economy’s sails.

This will involve issues around workload, testing and accountability, issues that have long been a source of complaint within the profession.

While the Government can bask in the knowledge that the immediate pressure has been eased, it would be a major failing not to take the opportunity now to look at how to encourage teachers to stay in the classroom in good times as well as bad.



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