On the face of it, business studies isn’t a subject that can be classified as one of the really problem subjects for the government to have to deal with in 2019. The percentage of trainees recruited against the Teacher Supply Model has hovered around the 75-80% mark apart from in 2015/16 when it dropped into the mid-60s. The 80% mark isn’t especially low compared with some other subjects.
However, with Brexit looming in 2019, the government would do well to ensure there are sufficient teachers of the subject to help create future generations of both the managers and leaders of enterprises; not to mention entrepreneurs as well.
In 2018, the ITT census recorded 180 trainees in business studies. If the same rules were applied as in the previous post regarding the shortage of design and technology teachers, then that number is reduced finally from 180 to 128 trainees, after the removal of those on Teach First, School Direct salaried route and a five per cent figure for non-completion or not entering teaching in a school after the end of the course.
How does this figure of 128 possible new entrants to the teaching labour market in September 2019 and required for January 2020 vacancies match up against perceived need over recent years? TeachVac, www.teachvac.co.uk the free to use job site for teachers and schools, now has data stretching back over more than four years.
Recorded vacancies for business studies teachers – these vacancies may include an element of another subject as well as business studies – were around the 750-850 mark in the three years from 2015-17. However, possibly due to even better recording by TeachVac in 2018, the number of vacancies recorded in 2018 was just over the 1,100 mark.
Interestingly, 29% of the recorded vacancies during 2018 were placed by schools located in the London area. If the schools in the South East region are added in, the percentage of the total vacancies recorded by these two regions reaches 53%. It would be helpful to know how this squares with the distribution of ITT places, especially as the London vacancy total must be reduced by the effects of the Teach First trainees. Without them, the vacancy total would, presumably, have been even greater.
Even if 2018 has been a rogue year, then even allowing for re-advertisements of 25% – surely a high percentage – in a total of 800 vacancies – that would mean some 600 teaching posts were advertised in an average year.
Applying a rule of thumb of 50% vacancies being taken by new entrants and the other 50% by returners and teachers moving schools, the requirement would be for 300 trainees or more than double the 128 that might enter the labour market. Even if re-advertisements comprised 50% of the total of advertisements, there would still not be enough trainees to satisfy the demand across the country and London and the South East would continue to face shortages.
Should the CBI, Federation of Small Businesses and other organisations concerned with the health of our economy and the nurturing of enterprise be worried by these numbers? Probably, but it depends upon your view of what should be taught at school? One view is that all we need is EBacc: another that starting an understanding of business early in life can inspire future leaders.
Well, with these number of trainees, even allowing for late entrants, those switching from the further education sector and teachers from overseas, if allowed, then some schools are going to struggle to recruit a business studies teacher during 2019. As I wrote in the post on design and technology teachers; if you have a business studies teacher already, it will pay to look after them.