Tag Archives: Nigeria

£10,000 to attract overseas teachers

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There has been a lot of chatter across social media about the government’s offer of a £10,000 tax free relocation scheme for overseas students starting ITT in certain subjects, and teachers in these subjects being offered a similar package if they will come and work in England. These incentives are to help to overcome the dire shortage of teachers in many subjects that has been well documented in the posts on this blog. There is now even a letter in The Times newspaper on the subject.

Concerns about the incentive schemes range from the issue of stripping out teachers from countries that need them even more than we do. This theme rarely, if ever, looks at whether those countries are training sufficient, not enough or even too many graduates for the local labour market. Then, there is the argument, as in The Times, that teaching is now a global occupation, as it is, but that schools in England make it difficult for those that have worked overseas to return to teach in England. That is a problem the government could fix immediately, and not by offering cash payments.

The DfE could establish a recruitment agency alongside its job board and hire well respected headteachers to interview would-be returning teachers, and certify them as suitable for employment in England. These applicants could then be matched with vacancies on the DfE job board placed by state school and TeachVac for independent school vacancies, and their details forwarded to the school.

If the schools did not take the application forward, they could be asked to explain why these teachers were not short-listed for interview or, if interviewed, not appointed. The feedback could be used to help develop the scheme, if necessary, by offering appropriate one-term conversion courses. An autumn term course, offering say £10,000 to participants that complete the course, would mean these teachers would be available to fill January vacancies. These are vacancies where schools are really struggling each year to fill unexpected departures.

Such a scheme would also stop the return of headteachers flying off to Canada and Australia in search of candidates to fill their posts, as has happened in past periods of teacher shortage.

Expanding on the re-training scheme, the government might also look at the increasing pool of teachers trained for the primary sector that are unable to find teaching posts. Could a one-term conversion course to teach Key Stage 3 in a particular subject allow them to be employed by secondary schools, and release teachers with more subject knowledge to teach Key Stages 4 & 5?

The DfE has been happy to interfere in the recruitment market with its job board, but could be much more involved than just designing the current hands-off incentive schemes and other actions such as writing to ITT providers asking them to consider applicants from around the world. This letter was at the point in the ITT cycle where providers are mostly looking to keep places for home students in case they appear. After all, who knows when the next downturn in the economy will emerge and teaching will once again be a career of interest, a sit briefly was in the early days of the covid pandemic.

Some marks to the DfE for doing something, but there are more marks to be obtained for being even more creative in solving our teaching crisis.

Stick a thumb up in the air?

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In a recent post I discussed the extension of QTS (Qualified Teacher Status) by the DfE to teachers from more countries. Of course, academies don’t need to employ people with QTS as ‘teachers’. However, most choose to do so as it can reassure parents and colleagues that those responsibly for teaching and learning and pastoral activities have undertaken approved training.

This week the DfE has published a short paper discussing how many additional teachers might be added to the stock with QTS each financial year as a result of the extension of eligibility for QTS to teachers from more countries. Forecasts of overseas trained teachers awarded qualified teacher status (QTS) – GOV.UK (www.gov.uk)

There is no established methodology for identifying how many additional teachers might by awarded QTS under the new scheme. The DfE provide three projections: high; central and low for a financial year. These projections are calculated by taking the most recent published data of QTS awards from currently eligible countries, and estimating the number that would be awarded from newly eligible countries. As the DfE does not hold data on the potential demand for QTS from newly eligible countries, DfE officials have derived the estimate using the relative split between ITT trainees that come from eligible and ineligible countries.

According to the DfE paper, in 2018-19, out of 28,949 total postgraduate trainees there were 1,496 final-year trainees taking ITT in England from countries that are currently eligible to apply for QTS through the TRA, and 550 from countries that are ineligible.

This means that for every one ITT trainee from a currently ineligible country, there were approximately 2.7 trainees from eligible countries. The central estimate of these projections is calculated by dividing the current baseline of Teacher Regulation Agency QTS awards by this ratio. Given the 1,684 awarded QTS in 2021-22, the additional number of QTS awards from previously ineligible countries is 619.

The DfE note in the paper that as a result of the uncertainty involved in these projections, these projections also include a high and low estimate. To calculate these different estimates, the eligible to ineligible ratio has been adjusted by increasing or decreasing the ratio by 50%.

For the low estimate, the ratio has been increased by 50%, to approximately 4.1 trainees from eligible countries to every 1 trainee from currently ineligible countries. At this value, 413 additional awards are projected.

For the high estimate, the ratio has been decreased by 50%, to approximately 1.4. At this value, 1,238 additional awards are projected.

At any estimate, these teachers would be a welcome addition to the supply of teachers in England, but there is neither a split between primary and secondary sectors nor any indication of the possible subject mix of such new teachers in the discussion about the potential new teachers. I assume that the Home Office will control the granting of visas in such a manner as to not allow more teachers in subjects where there is already sufficient supply.

However, there may well be teachers eligible for settled status due to familial ties that could result in an influx of new QTS teachers wanting to work in the primary sector in parts of the country where there are no current teacher shortages. However, these teachers will help improve the balance of teachers with QTS from different backgrounds, and that is to be welcomed. The fact that the DfE is prepared to extend the QTS scheme to more countries reveals the current state of play in the labour market for teachers in England at the start of recruitment for September 2023.

Widening QTS but not to all

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My attention has been drawn to this excellent BBC article about the extension of QTS to qualified teachers from a wider range of countries. UK Teachers QTS programme: United Kingdom teaching opportunity for Nigeria, Ghana and odas – Wetin to know – BBC News Pidgin

The article is in Pidgin, but easily readable by anyone that uses English as their everyday language. Michael Gove, when Secretary of State extended the right to QT from teachers qualified in certain counties including, Australia, Canada, New Zealand, Switzerland, and the USA. EU and EEA teachers had right of access under the free movement of labour rules while the UK was part of the EU.

Now countries such as

South Africa,

Ghana,

Zimbabwe,

Nigeria,

Ukraine,

Singapore,

Jamaica, India, and

Hong Kong

Will be afforded similar rights to apply for recognition as Qualified Teachers, if qualified and with a minimum period of experience. Routes to qualified teacher status (QTS) for teachers and those with teaching experience outside the UK – GOV.UK (www.gov.uk)

The extension of the list raises interesting questions. The first is whether the Home Office, keen to reduce inward migration will offer visas to teachers from these countries before any arrival. No doubt teachers from Ukraine and Hong Kong, here as refugees will find the process of gaining employment rights easier than teaches from soe other countries on the list?

There is also the issue of whether taking qualified, and potentially experienced teachers, from other countries might affect teacher supply in those countries, especially if they too are facing teacher shortages either generally or in specific areas of the curriculum.

I also wonder why some other countries are not included on the list. There don’t seem to be any Caribbean States listed despite the high training standards for teachers that some such countries enjoy. Neither is the Indian Sub-continent and its various countries included.

It will be interesting to see how much difference widening the net will make to the 2023 labour market for teachers. As noted in the previous post, training to be a teacher in England seems like an attractive proposition for more applicants designated as from ‘rest of the word’ than in the past. Maybe teaching in England, despite the high cost of living as salary and working conditions teachers and not to mention the weather will see a boost in interest from nationals of the newly recognised countries for QTS; especially where they already have relatives living in England.