The UK government’s pledge to recruit 6,500 extra teachers in state schools by the end of this parliament is facing significant challenges due to a projected increase in secondary school pupil numbers and a severe shortage of teachers. The education sector is grappling with unfilled vacancy levels at an all-time high.
The UK government’s promise to recruit 6,500 extra teachers in state schools by the end of this parliament will be difficult to achieve and is likely to fall short of demand. A report by the National Audit Office (NAO) warns that a projected increase in secondary schools’ pupil numbers will outpace Labour’s recruitment ambitions, leaving teacher vacancies unfilled.
Teacher recruitment is a critical process that affects the quality of education.
According to UNESCO, there are over 24 million teachers needed worldwide by 2030.
In the US, teacher shortages have led to a decline in student-teacher ratios.
Online platforms and social media are increasingly used for teacher recruitment, with 70% of schools using online job boards.
However, challenges persist, including low pay, lack of benefits, and inadequate training programs.
The education sector faces a severe shortage of teachers, particularly in further education colleges. These institutions need up to 12,400 more teachers alone by 2028-29, almost double the government’s overall pledge. The number of newly qualified teachers who started in state secondary schools in 2023-24 fell to 8,700 – the lowest number since 2010-11.
Secondary school pupil numbers are likely to peak in 2028, putting further pressure on the system. The NAO calls for the government to publish a delivery plan outlining how it intends to recruit the additional 6,500 teachers within the timeframe. The watchdog also urges ministers to assess the extent to which the further education workforce model is fit for purpose.
Geoffrey Clifton-Brown, chair of the public accounts committee, states that meeting the government’s pledge will be ‘very challenging.’ Even if met, it is not clear that this will be enough to fix the nationwide shortage of teachers. He emphasizes the need for a new cross-sector approach to recruiting and retaining high-quality teachers.
Geoffrey Clifton-Brown is a British Conservative politician and Member of Parliament (MP) for The Cotswolds.
He was first elected in 2005 and has since been re-elected several times.
Clifton-Brown serves on various parliamentary committees, including the Environment, Food and Rural Affairs Committee.
He is also a vocal advocate for rural issues and environmental conservation.
Gareth Davies, head of the NAO, notes that secondary schools and further education colleges face a challenge in securing enough teachers to support growing student numbers. Jack Worth, school workforce lead at the National Foundation for Educational Research, warns that unfilled vacancy levels are at their highest rates since records began in 2010.
Worth highlights the need for properly funded pay rises alongside non-financial measures such as workload reduction and flexible working to improve recruitment and retention. However, the Treasury has already stated that any pay rises must come from existing budgets.
Bridget Phillipson, education secretary, reiterates the government’s commitment to recruiting 6,500 more teachers. She notes that there are ‘green shoots’ in the recruitment process, with 2,000 more secondary school teachers training this year. However, she emphasizes that there is still much work to be done.
Separate research by Warwick Business School claims that men face discrimination when applying for roles in England’s school workforce, particularly for jobs at entry level such as teaching assistant roles. The study found that on average, men were rated 1.2 percentage points lower than women and 1.8 percentage points lower in applications for teacher assistant roles.
Gender bias in education refers to the unequal treatment and opportunities provided to students based on their gender.
Studies have shown that girls are often underestimated by teachers, while boys are overestimated.
Girls are also less likely to be encouraged to pursue STEM subjects, with only 29% of female students choosing these fields compared to 43% of male students.
Furthermore, girls are more likely to experience bullying and harassment in schools.
According to UNESCO, 1 in 5 girls worldwide experience physical or sexual violence at school.
Dr Joshua Fullard, an assistant professor at Warwick Business School, states that there is growing concern about the lack of male teachers, especially to act as role models for boys. However, he notes that men still face biases during the hiring process – particularly in lower-ranked positions.
