In the Summer of 1996, I contributed an article to a special edition of Education Review – produced by the NUT’s (now the NEU) Education and Equal Opportunities Unit – this special issue was entitled ‘reasserting equal opportunities’ and my contribution was on the issue of equal opportunities in teacher training. I concluded that article by asking the question; “young, white and female, is this the picture of the average new entrant to the profession?” (Howson, 1996)

How much has changed since then? Is that picture of the new entrant still recognisable today? This question is especially interesting, as during the intervening two decades the undergraduate route into teaching has reduced almost to nothing for secondary trainees, and by a considerable margin for those wanting to train as a primary school teacher. At the same time, the various employment-based routes such as FastTrack and the GTP (graduate Teacher Programme) have come and gone, although Teach First has stayed the course and wasn’t in existence in the 1990s. School Direct as well as apprenticeships have appeared on the scene.

My original article used data from the middle of a recruitment cycle. For this comparative piece, I have chosen to look at either end of cycle data, or DfE data about the workforce, where comparable data about trainees no longer exists in the public domain.

The late 1990s were a period similar to 2019 with teacher training providers struggling to fill all the targets for training places set them by the then Teacher Training Agency (TTA) on behalf of the government’s Department for Education and Employment, as the DfE was then known. As I wrote in the 1996 article:

“Teacher Training is entering a period of rapid growth…. The challenge may be just to fill as many places as possible if graduate recruitment in the wider labour market remains buoyant. “ Howson, 1996, 36)

Such a comment could also easily have been made about the 2018/19 recruitment round.

The first criteria considered in the original article was that of the age of applicants. In 1997, as now, UCAS was responsible for managing the application process for graduate trainees into teaching. In those days it was through the Graduate Teacher Training Registry (GTTR), part of the UCAS Small Systems Department.  These days, the process is no longer handled by a separate department with its own Board and structure, but is part of the main UCAS system.

Although different age bands are now used for age groupings it is possible to consider three groups of applicants by age; those in their 20s, 30s, and 40 and above.

Table1: Percentage of Applicants to Postgraduate Teacher Training by Gender

	1997		2019		Difference 2019 on 1997
	Male	Female	Male	Female	Male	Female
20s	23	52	21	47	-2	-5
30s	7	11	6	12	-1	1
40+	2	5	5	9	3	4
Total	32	68	32	68	0	0

Source: GTTR Annual Report 1997 and UCAS Monthly data for September 2019 Report A

Interestingly, the profile of applicants is now older than it was in 1997. There has been a reduction in the share of applicants in their 20s, and an increase in the share of older applicants in their 40s or 50s. However, the change in profile might have been expect to have been in the other direction with the loss of many undergraduate training places meaning young would-be teachers might have been expected to seek a training place on graduation..

Nevertheless, because there are more applicants overall in 2019 than in 1997, there were more actual applicants from these younger age groups in 2018/19, but not enough to increase their share of the overall total of applicants.

There were some 9,159 applicants in the 20-22 age bracket out of a total of 33,612 applicants in 1997, but by 2019, the number had increased to 10.960 out of the total of 40,540 applicants.

How likely were applicants of different ages to be offered a place on a course?

In the 1997 group, there was a clear association of offers of a training place with the age group of the applicant

Table 2: Percentage of Age Groupings Offered a Place on a Postgraduate Teaching Course in 1997

Age-grouping	Offers	Applicants	% offers
20-22	5857	9159	64%
23-24	4150	7071	59%
25-26	2599	4499	58%
27-28	1397	2576	54%
29-30	964	1865	52%
31-35	1807	3489	52%
36-40	1352	2598	52%
41-45	766	1480	52%
46-50	308	655	47%
50+	97	155	63%
Total	19297	33547	58%

Source: GTTR Annual Report 1997

Altogether, around two thirds of the youngest and new graduates were offered a place compared with less than half of graduates in the 46-50 age-grouping. The percentage for the very small number of those over 50 seeking to train as a teacher suggests that many may have sought pre-selection before submitting a formal application to train.

Interestingly, by 2019, the same pattern of a decline in the percentage of applicants made an offer by increasing age group still held good. However   the percentage of applicants being made an offer was much higher, especially among the older age-groupings. For instance, although there was only a 14% increase in the percentage of the youngest group made an offer, the increase for those in their late 20s was around the 20% mark. However, the increase for applicants in their 40s was less at between 8-13%.

Table 3: Percentage of Age Groupings Offered a Place on a Postgraduate Teaching Course in 2019

Age -Grouping	Offers	total	% offers
21	4240	5430	78%
22	4180	5530	76%
23	3320	4370	76%
24	2420	3280	74%
25-29	6600	9150	72%
30-39	4420	6950	64%
40+	3470	5830	60%
Total	28650	40540	71%

Source: UCAS Monthly data for September 2019 Report A (Based upon total of applicants Placed; Conditionally Placed or Holding an offer – By September only 120 applicants were still holding an offer)

The changes in approaches to the teacher training landscape between 1997 and 2019, including the reduction of undergraduate places in both primary and secondary courses and the shift post-2010 to a more overtly school-led system, does not significantly seem to have altered the attitude to older applicants.

The case can be made that all age-groupings seem to have benefited from the change, but this would be to ignore the increase in demand for teachers in the period leading up to 2019, as the school population increased once again, firstly in the primary sector and more recently in the lower secondary years.

Sadly, it isn’t possible to identify trends in individual subjects at this point in time because UCAS no longer publishes a breakdown of applicants by subject, as was the case in 1997. The statistics are available for ‘applications’, but not for applicants, even at the macro level of the primary and secondary sectors. However, they are available for the regional level; a piece of data not provided in 1997.

Table 4: Percentage of Applicants Offered a Place 2019

Region	Offers	Total	% Offers
North East	1540	2060	75%
Yorkshire & The Humber	3090	4160	74%
East Midlands	2370	3250	73%
West Midlands	3400	4700	72%
South West	2520	3500	72%
East of England	2950	4100	72%
South East	4050	5640	72%
North West	3730	5520	68%
London	4820	7630	63%
Total	28470	40560	70%

Source: UCAS Monthly data for September 2019 Report A (Based upon total of applicants Placed; Conditionally Placed or Holding an offer – By September only 120 applicants were still holding an offer)

This is not a precise measure, because it depends upon a number of different variables, including the pattern of applications across the year and the available number of different places in each secondary subject and in the primary sector there were to be filled in each region. However, since most secondary subjects did not have recruitment controls in places during the 2018/19 recruitment round, the latter concern may be less important as a factor than the former.

It is worth noting that London, the region with the greatest demand for new teachers from both the state and private sector schools, had the lowest offer ratio to applicants of any region in the country. By way of contrast, the North East, where vacancies are probably at much lower levels, had the highest percentage of applicants offered a place. One reason for this may be that the graduate labour market in London is much better developed than in the North East. As a result, applicants to teaching may be of a higher quality in the North East than in London, where there are more opportunities for new graduates to secure work. More applicants in the North East may also apply earlier when courses still have vacancies. However, this has to be just speculation.

The third aspect of the original article dealt with the race of applicants to teacher training. In 1997, UCAS produced excellent data about applicants and their declared ethnic backgrounds. In the 2018/19 monthly data from UCAS there is no information about this aspect of applicants. In some ways this is understandable, since the population is much more complex in nature now than it was even 20 years ago. There are more graduates that have family backgrounds that would lead them to identify as of more than one grouping. However, this lack of regular data does mean that it isn’t easily possible to determine whether all applicants are treated equally.

In the 1996 article, I wrote that:

“It is clear that members of some ethnic groups are less likely to find places on PGCE courses than white applicants.” I added that “These figures are alarming” and that “If graduates with appropriate degrees are being denied places on teacher training courses in such numbers, much more needs to be known about the reasons why.” During the period 2008-2011, I was asked to conduct two, unpublished, studies for the government agency responsible for training teachers (Howson, 2008, 2011). Sadly, the conclusion of both studies was that little had changed in this respect.

Fortunately, it seems as if more graduates form ethnic minority groups are now entering teaching. Data from the government’s annual census of teacher training reveals that between 2014/15 and 2018/19 the percentage of trainees from a minority ethnic group increased from 13% to 19% of the total cohort.

Table 5: Minority Ethnic Groups as a Percentage of Postgraduate Trainees

	Postgraduate new entrants			Postgraduate percentages
Trainee Cohort	Total	Minority ethnic group	Non-minority ethnic group	Minority ethnic group	Non-minority ethnic group
2014/15	24893	3178	21715	13%	87%
2015/16	26957	3873	23084	14%	86%
2016/17	25733	3753	21980	15%	85%
2017/18	26401	4113	22288	16%	84%
2018/19	27742	4917	22825	18%	82%
2019/20p	27675	5168	22507	19%	81%

Source: DfE Initial Teacher Training Censuses

In numeric terms, this mean an increase of some 2,000 trainees from ethnic minority backgrounds during this period.

Although UCAS no longer provides in-year data about ethnicity of applicants, there is some data in their end of year reporting about the level of acceptances for different ethnic groups.

In the 1996 article, there was a Table showing the percentage of unplaced applicants to PGCE courses by ethnic groups in the three recruitment rounds from 1993 to 1995. What is striking about both that table, and the table below for the four years between 2014-2017 that presents the data on the percentages of ethnic groups accepted rather than unplaced, is that in both of the tables, graduates from the Black ethnic group fare less well than do White or Asian applicants. Indeed, the overwhelmingly large White group of applicants had the lowest percentage of unplaced applicants in the 1990s, and the highest rate of placed applicants in the four years from 2014-2017.

In the original article I noted that “39% of the Black Caribbean group [of applicants] accepted were offered places at three of the 85 institutions that received applications form members of this ethnic group. Thirty-nine out of the 85 institutions accepted none of the applicants from this group that applied to them.” Although we no longer have the fine grain detail of sub-groups within this ethnic grouping, nothing seems to have significantly changed during the intervening period.

Table 6: Percentage Rate of Acceptances for Postgraduate trainee Teachers

	2014	2015	2016	2017
Asian	39	47	44	48
Black	27	34	30	35
Mixed	49	56	51	55
White	56	64	61	64
Other	31	38	37	39
Unknown	46	53	48	52

Source: UCAS End of Cycle reports.

Using the data from the government performance tables for postgraduate trainees, it seems that a smaller percentage of trainees from ethnic minorities received QTS at the standard time when compared to those from the non-minority community, with the percentages of those trainees both not awarded or not yet completing being greater for the trainees from the minority ethnic groups.

Table 7: Success of Postgraduate Trainee Teachers by Ethnicity

2017/18		Trainees	Percentage awarded QTS	Percentage yet to complete	Percentage not awarded QTS	Teaching in a state school	Percentage of those awarded QTS teaching in a state school
Ethnicity	Minority	4,311	88%	6%	6%	3,014	80%
	Non-minority	22,861	92%	3%	4%	17,022	81%
	Unknown	706	90%	4%	6%	503	79%

Source: DfE database of trainee teachers and providers and school Workforce Census

However, the percentage reported as working in a state school was similar at 80% for ethnic minority trainees and 81% for non-ethnic minority trainees. As there are no data for trainees working in either the independent sector or further education institutions including most Sixth Form Colleges, it isn’t clear whether the overall percentage in teaching is the same of whether or not there is a greater difference?

Conclusion

So what has changed in the profile of graduates training to be a teacher during the twenty years or so between 1997 and 2019? The percentage of trainees from minority ethnic groups within the cohort has increased. However we know their chances of becoming a teacher are still lower than for applicants from the large group of applicants classified as White as their ethnic group..

The pool of trainees is still overwhelmingly female, although there has been a shift in the age profile towards older trainees. This last change has implications, both good and more challenging, for the profile of the teaching profession. Career changers may be more likely to remain in teaching for the rest of their working lives than some young new graduates with little or no experience of the world of work. However, older trainees may reduce the possible pool of new school leaders unless those making appointments are prepared to offer leadership positions to older candidates.

However, all this may be of little more than academic interest in the present situation of a pandemic. How fast the graduate labour market, recovers, especially in London, will be a key determination of how the teacher labour market performs over the next few years and whether the gender, age and ethnic profile of those applying and accepted to become trainee teachers alters from its current composition.

Nevertheless, there are issues, not least around the ability of those graduates from some ethnic groups to access teaching as a career. There is also the continued under-representation of men seeking to join the teaching profession, but they are then over-represented in the leadership roles within education. How the government addresses the issue of equal opportunities in teaching as a profession also continues to be a matter of concern.

John Howson

Oxford April 2020

Correspondence to: johnohowson@gmail.com

Bibliography

DfE (2018) Database of trainee teachers. Accessed on 7^th April 2020 at https://www.gov.uk/government/statistics/initial-teacher-training-performance-profiles-2017-to-2018

DfE (2018) School Workforce Census.  Accessed on 7^th April 2020 at https://www.gov.uk/government/statistics/school-workforce-in-england-november-2018

Howson, J. (1996). Equal opportunities and initial teacher training. In Education Review Volume 10, Number 1. London: NUT.

GTTR (Graduate Teacher Training Registry). (1997) Annual Report Cheltenham: UCAS.

UCAS (2018). End of cycle data. Author’s private collection.

UCAS (2019). September 2019 Monthly Report A & B of applicants and applications to courses. Author’s private collection