Home / Teacher training applications drop nine per cent
Teacher training applications drop nine per cent
EB News: 31/07/2015 - 12:35
UCAS, the admissions organisation that handles teacher training applications, released figures showing that by 20 July there were 119,170 teacher training applications in England compared to 131,120 at the same time last year.
The school led training option School Direct only managed to fill 61 per cent of its 15,254 allocated spaces in 2014. This year they were allocated 15 per cent more places, but only managed to increase uptake by 13 per cent.
John Howson, a teacher workforce expert and honorary research fellow at the University of Oxford, said: “We are running out of time. We are unlikely to get back to where we were last year because there is not enough time left to recruit people.”
A Department for Education spokesperson said: "These figures show an improving recruitment picture, with two per cent more people due to start postgraduate teacher training than this time last year. We have already exceeded our primary target and are making sustained progress in secondary – including in key subjects like English, maths, physics and chemistry, where we are ahead of last year’s performance.
“We recognise, however, that recruitment is a challenge as the economy improves and competition for new graduates intensifies, which is why we are focused on attracting more top graduates into the profession, particularly in the core academic subjects that help children reach their potential.”
The government has developed a child-friendly version of its Child Poverty Strategy, which can be used by teachers to have important conversations with children about the challenges facing families in poverty.
An extra £40.5 million of funding has been allocated to support essential capital repairs and maintenance across schools, colleges and universities in Wales.
Education Business LIVE 2026 will feature a session from NASBTT on how teacher training programmes can build trainees’ knowledge, attitudes and essential soft skills.
An Ofsted report finds the challenges schools face in supporting children in care are mainly due to inconsistencies in local authority practice, unclear national expectations, and a lack of training for staff.
The new measures will help universities meet their Prevent Duty, while the Office for Students will strengthen how it monitors whether universities are meeting Prevent responsibilities.