Not the ITT data for any predictions

Posted on March 4, 2022 by John Howson

This isn’t the place to discuss a knighthood for a former Secretary of State for Education, except to say I haven’t been more surprised since the time when a Prime Minister knighted his raincoat maker.

I was almost as surprised to find the DfE publishing the February ITT applications data today. Well done for producing the data much faster than UCAS used to achieve. However, it is less helpful not to have a pre-announced timetable for these publications. If there is one, I haven’t seen it.

February marks the mid-point in the annual recruitment cycle, and is the month when it is normally possible to ‘read the runes’ and speculate on the final outcome of the recruitment round, and hence, the labour market for the following year.

At present, 2022 looks a lot like 2020 was at this point, but any predictions made that February turned out to be wide of the mark. I fear that with the war in Ukraine, any predictions this March based on the February data would only be on the basis of a ‘normal’ recruitment round. The remained of 2022 is not going to be anything like normal.

As a result, I am confining myself to saying that the indications to date are less interest from home students and that 10%+ of applications have come from applicants domiciled outside of England. This includes 482 applicants from Northern Ireland and 1,427 for the ‘rest of the world’ category. There have also been 318 applications from people in Wales to train in England.

An interesting piece of analysis made possible by the DfE dataset is the percentage of applicants offered a place, awaiting a decision and unsuccessful with their current application.

The offer category includes those shown as recruited; conditions pending; deferrals and received an offer.

Subject	% offers	% unsuccessful	% awaiting offer
Classics	26%	49%	26%
Music	26%	49%	25%
Business studies	15%	59%	25%
Design and technology	26%	53%	21%
Religious education	24%	55%	21%
Computing	18%	62%	19%
Drama	27%	51%	22%
Physics	20%	54%	26%
Art and design	25%	52%	24%
Geography	26%	52%	22%
Other	25%	57%	18%
Biology	21%	58%	21%
Chemistry	20%	56%	25%
Modern foreign languages	20%	52%	28%
History	25%	56%	18%
English	24%	58%	18%
Mathematics	20%	58%	22%
Physical education	24%	64%	12%

Source: DfE dataset

The table is ranked by the number of applications received, with the subject with the lowest applications at the top and physical education with 4,589 applicants at the bottom of the table. Interestingly, lots of applicants doesn’t always mean a high percentage of offers. Similarly, small numbers of applicants may also mean high percentage of unsuccessful applicants, as in physics (54%) and computing ((62%). Does this mean that quality is not being compromised, perhaps because of concerns over ofsted judgements? Perhaps, it means more and better applicants might come along later, so it is worth keeping places for them. Unsuccessful applicant percentages will increase as courses fill. Thus, physical education already has the highest percentage of unsuccessful applicants.

There are still lots of interesting data needed, such as ethnicity of applicants and their outcomes and outcomes by type of course. Perhaps providers could lobby for these changes?

Private schools: important sector of job market for teachers

Posted on March 2, 2022 by John Howson

Nearly one in five vacancies for teachers of mathematics that were advertised during the first two months of 2022 placed by schools in England came from private schools responsible for educating children of secondary school age. This included both senior and preparatory schools across England. However, the vast majority of posts from private schools were advertised by located by schools in London and the South East of England. There were relatively few vacancies from schools across the north of England.

The data produced by TeachVac, the national vacancy service for teachers, shows that the private sectors share of the job market for teachers so far in 2022 has increased from, around 12% of vacancies in the first two months of 2021, to 14% across the first two months of 2022.

Other subjects, apart from mathematics, where the private sector dominate the job market for teachers include, perhaps not surprisingly, classics, but also some posts for teachers of specific languages, including Russian, where there have been three recorded vacancies so far in 2022.

Schools in the state sector usually advertise for teachers of modern languages rather than for teachers of specific languages. The same balance between advertising for teachers of specific subjects and a generic vacancy is often also seen in vacancies for science teachers. Private schools favour vacancies for teachers of specific subjects, whereas state schools advertise for teachers of science, at least at the classroom teacher grade.

As with the state sector, there has been less demand for teachers of arts and humanities so far in 2022 by private schools. At least in England, this is not a part of the curriculum likely to absorb the over-supply of such teachers being trained at the public expense.

The next three months will cover the period between March and May when the majority of vacancies for teachers will appear. Nationally, across both state and private schools, and the primary and secondary sectors, nearly 20,000 vacancies for teachers have already been advertised in 2022 according to TeachVac’s records. 2022 might well see a total for the year of close to 70,000 unless demand falls away later in the year.

Should some universities decide to withdraw form government funded teacher preparation courses then they may well still be able to maintain initial teacher education by providing recruits for the private school sector. As academies don’t need to employ qualified teachers, any universities outside the government scheme can also provide new recruits for that sector, providing that a funding route can be found for trainees, perhaps based upon a greater use of a salaried scheme funded by schools. It would be interesting to speculate what such a divergence of public and private training might do for the levelling up agenda?

Does anyone care about Design and Technology teaching?

Posted on February 19, 2022 by John Howson

It wasn’t just trees that were falling on Friday. Available new entrants for teaching jobs in September in design and technology hit new lows on TeachVac’s index.

Here is a snapshot of the first seven weeks of the year in terms of remaining trainee numbers in D&T matched to vacancies on a score of two vacancies means one less trainee available for future jobs.

Date	vacancies 2016	vacancies 2017	vacancies 2018	vacancies 2019	vacancies 2020	vacancies 2021	vacancies 2022
01/01/2021
08/01/2021	412.5	371.5	217	219	343	580	231
15/01/2021	399	356	201.5	202	312	561	178
22/01/2021	381.5	342.5	181.5	191	270	533	114
29/01/2021	370	321	172.5	131	226	503	53
05/02/2021	352.5	311.5	157.5	97	185	478	0
12/02/2021	341	290.5	141	74	136	444	-63
19/02/2021	332.5	286	126.5	44	78	427	-116

Source; TeachVac

Now we can debate the methodology, but it has remained consistent over the eight years, so even if the numbers are too alarming this year to seem to be credible, the trend is still there to see. The numbers in the table are for the whole of England, so some areas may be better, but others might be worse. The data doesn’t include Teach First or other ‘off programme’ courses that are not reported as a part of the core ITT Census from the DfE. The index does make some assumptions about completion rates based upon past evidence and that those on salaried routes won’t be looking for jobs on the open market.

Design and Technology is a portmanteau subject, and the data cannot reveal whether particular aspects are faring better or worse. Of course, some posts may attract art and design teachers, where there is no shortage of trainees, but they won’t help in any shortage of say, food technology teachers.

What’s to be done? First, there has to be an acknowledgement by policymakers that there is an issue before solutions can be found. Then, we need to ask, is this a subject we still need to teach in our schools? Will our nation be impoverished if it disappears? I think the answer to that is in the name of the subject.

Do we need a strategic approach that also recognises the current situation impacts upon the levelling up agenda cherished by the present government? In my humble opinion we do.

Perhaps the Education Select Committee might like to take an evidence session on the topic of ‘teaching D&T in our schools’. The DfE has this evidence now that it is managing a job board, so cannot claim ignorance of any problem. However, it can produce evidence to prove me wrong in my assertions in this post. Does ofsted have a role here? Should they conduct a thematic review of the teaching and staffing of D&T departments to advise Ministers?

How many of the trainees funded by student loans and public money end up in the private sector or in further education, or even teaching overseas? Do these losses compound the problem?

Finally, where do we go from here with Design and Technology, if I am correct in my judgement that the issue is now too serious to ignore?

opportunities for would-be teachers

Posted on February 15, 2022 by John Howson

Many years ago, I used to report monthly on the percentage of ITT courses with vacancies. This was a second and rather cruder measure of the state of recruitment into postgraduate ITT courses. The number of ‘offers’ is still the measure that I use in my regular blogs about the state of the market. I am delighted to see that the new owners of tes – Companies House sent me an update on their progress with the company last week – has flagged up the 24% decline in applications that was reported by this blog last week.

Anyway, I thought that I would have look at how many courses listed on the DfE application portal no longer had any vacancies. Of course, some of the ‘no vacancies’ might be because the course was no longer on offer, rather than because it was full. Either way, this is a measure of how hard an applicant might need to work to find a course with vacancies.

The following table shows the number of courses and the number of courses with vacancies at 14^th February, taken from an analysis of the DfE’s site.

Subject	Courses with vacancies	All courses	% with vacancies
Psychology	60	106	57%
Social Sciences	65	109	60%
Heath & Soc Care	22	32	69%
Physical education	389	541	72%
Dance	54	69	78%
Comms & Media Studies	30	37	81%
Economics	28	34	82%
Business studies	223	261	85%
Drama	295	336	88%
History	543	617	88%
English	688	772	89%
Design and technology	413	458	90%
Religious Education	419	461	91%
Modern Foreign Languages	832	915	91%
Art and design	425	467	91%
Music	343	374	92%
Computing	500	545	92%
Geography	601	651	92%
Biology	656	709	93%
Mathematics	777	835	93%
Chemistry	695	743	94%
Citizenship	17	18	94%
Physics	731	771	95%
Science	22	23	96%
Classics	18	18	100%
Latin	12	12	100%

ITT courses – percentage with vacancies 14th February 2022

Not surprisingly, of the subjects with many different courses on offer to applicants, physical education is the one with fewest remaining courses with vacancies. However, more than two thirds of physical education courses are still showing vacancies, and presumably accepting applications. In many subjects, including Art, more than nine out of ten courses are still listed as having vacancies. Even in history, 88% of the 543 courses are still shown as with vacancies.

Modern Languages consists of a number of different languages, and the position in each is as follows.

Subject	Courses with vacancies	All courses	% with vacancies
Russian	2	4	50%
Mandarin	20	25	80%
Italian	7	8	88%
German	207	233	89%
French	431	477	90%
Spanish	365	400	91%
MFL	253	269	94%
Japanese	5	5	100%

ITT Modern Languages: courses – percentage with vacancies 14th February 2022

The small number of courses in specialist languages; Russian, Mandarin and Italian are faring relatively well. However, mainstream languages are in a similar position to most other secondary subjects.

What of the primary sector? Normally, by mid-February, many courses would have the ‘course full’ sign on the door. This year, as 14^th February, 86% of the 1,655 different course options across the primary sector still had the vacancy sign posted. This looks like rather a high number of courses with vacancies at this point in the recruitment cycle for the primary sector.

The data around courses with vacancies supports the view that 2022 has so far proved to be a challenging round as far as persuading applicants to train as a teacher is concerned. Whether it merits offering raffle prizes as an inducement will be discussed in a later blog.

Time for a radical rethink

Posted on February 14, 2022 by John Howson

How many years can the government continue to let the labour market for teachers remain relatively unregulated? After nearly a decade during which the supply of qualified new entrants into the teacher labour market across many secondary subjects has failed to meet the predicted demand, as measured by the government’s own modelling through the Teacher Supply Model, there must be a genuine discussion about the consequences of the failure of the labour market to work effectively, and what steps might be taken to help meet the policy objectives behind the operation of the teacher labour market?

Over the past few weeks, I have written two opinion pieces on the working of the labour market for teachers – both reproduced on this blog – and also witnessed the fact that education has been included as an important component of the government’s levelling up agenda.

Can you really level up outcomes if the labour market for teachers, a key resource; indeed, the key resource in schooling even today, is insufficient to meet the needs of a market that is no longer just regional nor even national, but increasingly global in its scope.

To be fair to the government, it has taken some steps to intervene in the market. The DfE job board was one step, although that just competes with the other existing providers and its use isn’t mandatory for schools. The iQTS qualification to be trialled this year, is another interesting response to the development of a global market for teachers. Previous interventions such as highlighting the ability of academies not to require QTS of its teachers and granting QTS to American and some Commonwealth qualified teachers have had little noticeable impact on the labour market. In part, this has been because of the visa system in place in England, and the operation of the Migration Advisory Committee in determining ‘shortage’ subjects.

So, what might the government do now? One area to consider is teacher preparation There is a policy for teacher preparation. However, it needs to be set against the trend in the school population over the next decade. The years of massive growth in the school population are now coming to an end, and once again stable or even falling pupil numbers across the system will have an impact upon training needs, if other factors affecting demand remain constant. However, it seems possible that schools might need to finance at least some of the future pay rises from within their budgets. In the past, such a strategy has reduced the demand for teachers. However, it also has an effect on the demand for those other than teachers working in schools.

Reducing numbers in training in popular subjects such as history, art and physical education in the face of reducing pupil numbers may mean painful decisions about whether small providers will want to continue offering courses, especially if there is also a squeeze on funding for training. Will the approach to policy continue to encourage schools to create training places for the requirements locally or recognise that larger regional units offer better prospects for research and development of pedagogy and links with subject departments, not to mention the sustainability of small subjects where group sizes are often unviable even when recruitment into training is buoyant.

These are not new issues; they appear every time there is a change in the direction of pupil numbers. The new factors this time are the levelling up agenda and the issue of who manages the administration of places; schools or other bodies, including higher education?

The other issue is how you manage the move from preparation to employment in the teacher labour market? Does the government have a role here? That’s a discussion for another day.

Not much of a Christmas Present

Posted on February 10, 2022 by John Howson

There is a need to be cautious about making too much of the latest DfE data on applications to start graduate training as a teacher in Autumn 2022. The newly published data covers the period up to mid-January 2022. However, this included both the Christmas break and the omicron infection surge of covid cases plus the first Christmas break for the new DfE application process.

Any one of these factors might have been a reason for treating comparisons with previous years cautiously. Taken as a whole, there must be a view that it won’t be until the February data – the half-way point in recruitment – that a clear picture will emerge, especially because of the large number of applications awaiting a decision from a provider.

Nevertheless, some comments are possible. In the primary sector, applications are close to the level of January two years ago at 18,300. In reality, this is the lowest January number for many years for applications, but should not be a cause for concern. In the secondary sector, the 20,254 applications are some 2,000 below the 2020 figure for January and 8,000 down on the admittedly high 2021 number. Comparison with 2020 is probably more helpful. In terms of applicants, there were about 750 more than at this point two years ago, but some may be making fewer choices.

Translating the overall number of ‘offers’ into issues for individual subjects produces four different groups. Firstly, those subjects where ‘offers’ – note ‘offers’, not applicants as that data aren’t available – are up and the expected recruitment level should be met. Amongst the subjects tracked, there are no subjects in this grouping. Secondly there are subjects where there are more offers, but the recruitment level won’t be reached on present levels. Physics, design and technology and chemistry fall into this group.

The third group is where there are either similar offer levels to two years ago or fewer offers than at this point in the cycle two years ago, but recruitment targets should be met. History, physical education, biology and art fall into this group.

Finally, there are subjects such as languages, religious education, music, mathematics, geography, English, computing and business studies where ‘offers’ are below the same point two years ago and unless the number of ‘offers’ made picks up, recruitment target may well not be met. As noted earlier, this list should be treated with some caution for the three reasons stated earlier.

Slightly worryingly, the largest increase in applicants seems to be amongst those in the oldest age groupings, with 140 more applicants aged over 55 at the point that they made their application than two years ago. New graduates still form the bulk of the applicants, but the 2,989 age 21 or under compares with 2,830 two years ago from this age grouping: an increase, but not a massive endorsement of teaching as a career. For the 22-year-olds the increase is from 2,080 to 2,098: hardly noticeable. London and The South East account for around a third of applications. This is good news if there are sufficient places on courses and the applications are spread across all subjects, as these are the two regions where demand for teachers is at the highest levels.

In summary, there is a degree of caution about the data in this monthly release, but there is almost certainly work still to be done to avoid another year of under-recruitment and a tight labour market for schools in 2023.

Happy Birthday

Posted on January 25, 2022 by John Howson

Today is the ninth birthday of this blog! A birthday is a good time to look back at what was written in the past on the blog. One of the interesting posts came early in the life of the blog, in July 2013, when I called for action by the government and suggested that “ministers must take urgent action if we are not to see a re-run of the crisis in teacher recruitment that occurred in the early days of the Blair government.” The full quote is reproduced below and can be seen on the blog by searching the July 2013 posts.

“Coming, as this outcome does, after several years when recruitment to teacher training has largely not been an issue, the present situation is a wake-up call for all concerned, and ministers must take urgent action if we are not to see a re-run of the crisis in teacher recruitment that occurred in the early days of the Blair government. There are two months left before the training courses start, so all is not yet lost. However, if my predictions prove accurate, some schools are going to struggle to recruit teachers next summer: good news for recruitment agencies, but probably not for some pupils. And, as I have said before, this is no way to create a world-class education system.”

Extract from

Has Michael Gove failed to learn the lessons of history?

Posted on July 2, 2013

There was a fairly swift response from Sanctuary Buildings that sparked something of a spat and the first Statistical Bulletin on the Teacher Supply Model for a while. Regular readers can make their own minds up about the extent to which I was “scaremongering” or a prophet ‘crying in the wilderness’. I wrote in August 2013 the following:

“So now I know I am officially a scaremonger. A DfE spokesperson, helpfully anonymous, is quoted by the Daily Mail today as saying of my delving into the current teacher training position that there was no teacher shortage, adding: ‘This is scaremongering and based on incomplete evidence.’

Well, the first thing to note is that I haven’t said that there is a teacher shortage, just that training places are not being filled: not the same thing. Indeed, I have said a teacher shortage is less likely than in the past in the near future because Mr Gove has mandated that qualified teachers from Canada, Australia, New Zealand and the whole of the USA can teach here as qualified teachers with no need to retrain. With an oversupply of teachers in parts of both Canada and Australia that should prevent any short-term problem developing even though another part of the government isn’t very keen on importing workers from abroad, presumably including from within the Commonwealth and a onetime colony.”

Extract from

Scaremongering!

Posted on August 14, 2013

I suspect anyone interested in the supply of teachers of physics, design and technology and business studies may have a different view about these quotes from those interested in the supply of PE and history teachers.

The DfE now controls the whole teacher supply pipeline from applications to train as a teacher to offering a job board as somewhere for schools in the state sector to place vacancies. To talk or write of a local education service these days would be as much of a misnomer as the write of a local health service rather than of the NHS.

Understanding and controlling teacher supply is important in the national interest and it is worth speculating what the landscape of teacher supply might look like in another nine years if the DfE became seriously involved in the ‘levelling up’ agenda?

Directing new teachers where to work and directing the management of promotions by specifying how MATs ought to deploy their staff might just be two of the ‘innovations’ to look forward to in the next decade if market forces are abandoned in favour of a more interventionist approach.

I am not sure that this blog will be there to chronicle those changes, but I hope to make it to its tenth birthday next year, if that isn’t tempting fate too much.

Start Recruiting now

Posted on January 20, 2022 by John Howson

This is the stark warning to schools across much of Southern England that may need staff this September and especially to secondary schools. TeachVac www.teachvac.co.uk data has shown that the first three weeks of January have witnessed a continuation of the trend at the end of 2021 with a considerable increase in vacancies recorded.

TeachVac hasn’t changed its vacancy collection methods since 2020 but it has seen vacancies listed in the first 19 days of the month in 2022 increase by 14% over the recorded numbers recorded in early January 2020 pre-pandemic, and by a whopping 135% over the depressed level of last January.

As reported in a previous post, design and technology staff will be especially hard to recruit in 2022. Already in 2022, vacancies recorded are 48% up on the same period in 2020. Vacancies for teachers of music are up by an eyewatering 73% on 2020 vacancies in early January.

All these vacancies mean that the pool of new entrants will be reducing at a faster rate than in previous years. High quality trainees will be offered vacancies by schools that understand these trends and are aware of the state of the pool of trainees, either because they run school-based programmes or because their mentors have told them what higher education providers are saying.

TeachVac’s low-cost service can keep school up to date with trends for as little as £100 and a maximum of £1,000 per year that includes listing and matching all the school’s teaching vacancies with TeachVac’s growing pool of register users.

Registration also provides access to far better data than on the DfE site and also intelligence on the state of the recruitment round for trainees for September 2022 and hence the labour market in 2023.

Signing up today at www.teachvac.co.uk and the tab matching service will also bring a free copy of TeachVac report. Message me if you want more information or use the comment box.

London attracts would-be teachers

Posted on January 19, 2022 by John Howson

The DfE has now published the data on both applications and applicants for postgraduate teacher training courses recruited through their portal up to the 20^th December 2021. As they helpfully point out, the data are not always directly comparable to that provided in previous rounds by UCAS. However. The general direction of travel is discernible enough to provide a measure comparison with previous UCAS data.

Apart from the data on applicants and applications – applicants may make a number of applications – data on those offered a place and those accepting the offer can be determined from some of the tables. In the case of that data the subjects do not aways align with those previously used by UCAS.

So, what to make of the data? A previous blog looked at the data early in December, the data considered here is for the month as a whole, up to the Christmas holiday break, and are best compared with 2019 data rather than 2020, as 2019 was the last year before the pandemic distorted the data.

Of most interest is the number of applications made in secondary subjects. Here the comparison with 2019 reveals a mixed picture. 43% of applications are for three subjects: PE (21%) English (13%) and history (9%). Add in biology (5%), and those four subjects account for almost half the applications for secondary subjects. Of course, as the courses in those subjects fill their places, their percentages will fall and those for other subjects will increase. Indeed, PE now takes a smaller share than in early December, demonstrating the early demand to train as a PE teacher despite the relative lack of teaching posts for those that do train as a PE teacher.

With language teaching in the news this week, it is interesting to see the subject accounts for just five per cent of applications, compared with the 13% each for English and mathematics that may account for a similar amount of curriculum time. Only 146 offers have been made in languages. However, this is one subject where comparison with UCAS isn’t really possible because of the change in method of recording the subject.

Compared with December 2019 data, in terms of offers, mathematics is doing well, as is design and technology, but from a very low base, and not yet offering the prospect of the subject meeting its target.

Applications for primary courses appear much healthier than they were in 2019, and the data would suggest there will be few problems in this sector. London still appears to be a good source of applicants with almost 17% of candidates. However, offer rates are much lower than in the north West. Maybe the timing of applications was later in London, and hasn’t yet allowed enough time for processing. However, this is something to watch as the recruitment round unfolds.

Overall applications are ahead of December 2019, by around some 2,000 with applicants domiciled in England around 500 ahead of December 2019 once applicants from outside England are removed from the total. This data reinforces the importance of the London region as a source of applicants.

Compared with December 2019, there are both more male and female applicants. The increase is spread across most of the age groups, with notable increases from those in the over-40 age-groups, including 29 candidates over the age of 60.

There is a regrettable lack of a breakdown by phase between the different types of courses. However, it is obvious that the School Direct salaried route is still out of favour, no doubt being partially replaced by the apprenticeship route.

With an overall buoyant labour market, and many areas of the public sector running TV advertising campaigns at the present time, teaching as a career for graduates will need to continue to do everything possible to attract applicants, especially in a wide range of secondary school subjects. 2022 may be hard work.

Design and Technology: End of a road?

Posted on January 15, 2022 by John Howson

The end of the second week in January is usually a bit early to be making predictions about the state of the teacher labour market for September. However, in the case of design and technology, the signs of a really difficult job market for schools have been there for some time, and certainly since the publication of the DfE’s Census of Trainees in December 2021. Those signs are now backed up by early data on jobs being advertised.

Using exclusive data from TeachVac, based upon an analysis of recorded job adverts in the first two weeks of January 2022, there are sign of an early increase in demand for such teachers.

Date	jobs 2015	jobs 2016	jobs 2017	jobs 2018	jobs 2019	jobs 2020	jobs 2021	jobs 2022
Week 1	10	25	19	16	7	9	29	58
Week 2	20	52	50	47	41	71	67	164
Week 3	20	87	77	87	103	156	123
Week 4	40	110	120	105	183	244	183

Source: TeachVac

Now, this may just be prudence on the part of schools in bringing forward vacancies, rather than a growth in real demand for such teachers. We won’t know the answer to that question until at least the end of January, and possibly not until even the end of February.

However, with this level of vacancies it is possible to demonstrate by matching vacancy levels to the potential supply of new entrants into the profession for September 2022 that schools may have to rely upon sources of supply other than new entrants much earlier in the recruitment round for September than they might either expect to or like the idea of doing.

TeachVac’s exclusive formula suggest that the ‘free’ pool of new entrants is already lower than at any point at the end of Week 2 of the year since at least 2015.

Date	2015	2016	2017	2018	2019	2020	2021	2022
Week 1	368	412.5	371	217	219	343	580	231
Week 2	363	399	356	201	202	312	561	178
Week 3	363	381.5	342	181	191	270	533
Week 4	353	370	321	172	131	226	503

Vacancy index – lower the number the more challenging filling vacancies will be

Source: TeachVac

The data also shows that compared with 2020 and 2021 the pool is lower than at the end of January by last Friday and week 2. Should the end of January 2022 number be lower than the end of 2019 number, then the remaining recruitment round may be grim for schools looking to recruit a design and technology teacher of any description. January 2023 vacancies don’t even bear thinking about.

Schools that have signed up for TeachVac’s new matching service at TeachVac Reports – The National Vacancy Service for Teachers and Schools can have access to this type of data for a range of subjects.

What are the implications for schools unable to recruit qualified design and technology teachers? Staffing the curriculum is the obvious problem. What are the longer-term effects of young people not studying this subject? That’s for others to say, and the DfE to act as it sees fit.

John Howson

Education and the numbers that affect what happens

Tag Archives: teacher preparation