Adapt to mix in education workforce plea_2
10 September 2012
The make-up of the traditional school workforce is changing to comprise different levels of qualification and experience, and emerging demographics, say recruiters in the Recruitment and Employment Co
The make-up of the traditional school workforce is changing to comprise different levels of qualification and experience, and emerging demographics, say recruiters in the Recruitment and Employment Confederation's education sector group.
And to reflect and correctly deal with these changes, which range from a looming resourcing crisis to an influx of ambitious workers from accession states, both the recruitment industry and the government must adapt their practices in a variety of ways.
Interest from eastern Europeans in education careers in the UK could mean that education recruitment is one of the next industry sectors to set up offices in countries such as Poland. "It's very possible and highly probable," said John Dunn, marketing and development director for the Vedior Education Recruitment Business (Verb) Group. "It's now a global occupation."
A clear benefit for education recruiters would be greater ease in conducting and overseeing background checks of applicants. "We'd be closer to the system that's used in that country," Dunn said.
To handle different staffing needs that will likely result from an impending retirement exodus from teaching, Jon Sheridan, Local Education Authority manager for Select Education, foresees a workforce that includes "the traditional fully-qualified teacher and instructors that are not necessarily fully qualified".
The mix of different qualifications, backgrounds (of overseas teachers, for instance) and hiring standards will mean having to manage a variety of background checks, he said.
Instead of placing so much emphasis on bringing young teachers into education, Dunn believes the government should do more to tap another pool of potential educators. Too little has been done to date to recruit mid- or later career professionals from outside education into the teaching profession, he said.
Professionals who have worked extensively in business, for instance, have much expertise and knowledge to share, he said. Their maturity may also help them deal effectively with problem issues in the classroom.
Greater recognition is needed that many people change careers throughout their lifetimes, Dunn said.
And to reflect and correctly deal with these changes, which range from a looming resourcing crisis to an influx of ambitious workers from accession states, both the recruitment industry and the government must adapt their practices in a variety of ways.
Interest from eastern Europeans in education careers in the UK could mean that education recruitment is one of the next industry sectors to set up offices in countries such as Poland. "It's very possible and highly probable," said John Dunn, marketing and development director for the Vedior Education Recruitment Business (Verb) Group. "It's now a global occupation."
A clear benefit for education recruiters would be greater ease in conducting and overseeing background checks of applicants. "We'd be closer to the system that's used in that country," Dunn said.
To handle different staffing needs that will likely result from an impending retirement exodus from teaching, Jon Sheridan, Local Education Authority manager for Select Education, foresees a workforce that includes "the traditional fully-qualified teacher and instructors that are not necessarily fully qualified".
The mix of different qualifications, backgrounds (of overseas teachers, for instance) and hiring standards will mean having to manage a variety of background checks, he said.
Instead of placing so much emphasis on bringing young teachers into education, Dunn believes the government should do more to tap another pool of potential educators. Too little has been done to date to recruit mid- or later career professionals from outside education into the teaching profession, he said.
Professionals who have worked extensively in business, for instance, have much expertise and knowledge to share, he said. Their maturity may also help them deal effectively with problem issues in the classroom.
Greater recognition is needed that many people change careers throughout their lifetimes, Dunn said.
