Workforce characteristics. HE, FE and CLD are the largest constituencies within the estimated total workforce of 800,000 individuals within the lifelong learning sector in England. Examining the characteristics of the lifelong learning workforce reveals particular issues relating to: • female employment – 59% of the workforce (as defined by SIC codes) were female, based on data from the LFS • an ageing workforce – the LFS suggests that the majority of the workforce (52%) were aged between 35–54 years • a professional workforce – more than half (52%) of the workforce (based on the LFS and SIC codes) were professionals – a considerably higher proportion than found in other public sectors or the economy as a whole. Examination of the English regional variations revealed that the proportion of employment in professional occupations was highest in London (58%) and lowest in the East Midlands (46%) and the North East (47%). The East Midlands had the highest proportion of ‘managers and senior officials’ (11%) of any region. The North East, West Midlands and Yorkshire & Humber had highest proportions of ‘associate professional and technical occupations’ (16-17%) • full-time, permanent employment was the norm for the workforce as a whole identified within the LFS, just under two-thirds (65%) were known to be employed full-time, more than three quarters (77%) were known to be employed on a permanent basis, whilst 15% were known to be on temporary contracts
Workforce characteristics an overview In order to provide some clarification of the scope of CWDC’s Sector Skills Agreement a basic analysis of existing data has been carried out to offer broad workforce characteristics.
Workforce characteristics. The number of learning mentors in secondary schools is estimated by the Department for Education and Skills (DfES) to be around 6,000, with a further 4,000 in primary schools. However, the number is increasing as areas outside EiC start employing learning mentors. • The majority of entrants into the role are described as ‘mature’,73 • About 80% of learning mentors are female, • The vast majority of learning mentors are employed by, and work in, schools as part of the school’s overall approach to learner’s support and inclusion, • It is possible to enter work as an learning mentor without qualifications as there are no minimum academic entry requirements; however, many learning mentor roles are filled by graduates, Recruitment and retention issues • There are no reported recruitment and retention issues relating to Learning Mentors. However, this is likely to vary across regions and within individual schools, 73 Quoted from the CWDC Recruitment, Retention and Rewards in the Children’s Services research Volunteers Workforce characteristics There are estimated to be 71,556 volunteers supporting all National Council of Voluntary Childcare Organisations (NCVCCO) member organisations74. NCVCCO membership is quite small (about 150) so these figures do not include volunteers working with non-member voluntary organisations, or volunteering with statutory providers, and as such must be seen as a vast under-estimate of the real size of the voluntary childcare workforce. • The number of unpaid staff (including volunteers and students) increased by 3% from 2003 to 2005. With 44,250 unpaid staff members, this category of worker makes up 15% of all staff working in group childcare settings (full daycare, sessional and out of school providers).75 • The Employers Organisation for Local Government suggests that there are 46,000 volunteers/unpaid staff work in nurseries, playgroups / preschools and out of school clubs. (N.B. Local Authorities account for 6%, 4% and 12% of each of these categories). • No data is available on the composition of the volunteer / unpaid workforce; this is perhaps not unsurprising, given the different definitions in use. What constitutes a childcare setting or organisation can be open to interpretation, with the Charity Commission identifying 443 organisations with ‘childcare’ in their name or objects (451 for ‘child care’ organisations), all of which will rely on the skills and expertise of volunteers in some capacity.
