New teachers, owed or owing debt for nqts

New teachers, owed or owing?

The myths and reality of debt for newly-qualiďŹ ed teachers A report by Education Data Surveys for the Association of Teachers and Lecturers

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CONTENTS FOREWORD

2

ACKNOWLEDGMENTS

3

1 INTRODUCTION The research in this report

3

2 THE RESPONDENTS Response rate Who replied to the questionnaire Age and gender profile of respondents Background of respondents Training and jobs

7

3 FINANCES AND DEBT CARRIED FORWARD Financial support from the state Financial help from other sources How much debt did new teachers carry forward?

4 WORKING DURING THE TRAINING COURSE Regular work during training Earnings 5 WHERE THE MONEY GOES Overall expenditure Summer earnings: where did the money go?

Support from training course 6 NEW TEACHERS’ VIEWS ABOUT THEIR FINANCIAL SITUATION Satisfaction with standard of living Choice of course Childcare Pupil behaviour 7 HOW DEBT AND WORK AFFECTED TRAINING Missing course activities Impaired performance Specific effects

3

7 7 8 9 11 13 13 14 16 21 21 23 24 24 24 25 26 26 27 29 30 31 31 31 32

8 WHO MADE SACRIFICES Trainees sacrifices Sacrifices made by the families of trainees

36

9 CONCLUSION

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10 REFERENCES

40

36 36

FOREWORD

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A S S O C I AT I O N O F T E AC H E R S A N D L E C T U R E R S

ACKNOWLEDGEMENTS This research was commissioned from Education Data Surveys, by the Association of Teachers and Lecturers (ATL), in association with C&G Research.

The ďŹ eldwork and preliminary analysis was conducted in the autumn term of 2004.

The project was led by Professor John Howson of Education Data Surveys.

Project management, ďŹ eldwork and preliminary analysis were conducted by Professor Hilary Constable and Mr Charles Guest of C&G Research. They were assisted by Charlie Morris-Marsham.

Thanks are also due to David Bolden of Northumbria University and Almut Sprigade of Education Data Surveys.

A S S O C I AT I O N O F T E AC H E R S A N D L E C T U R E R S

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SECTION 1 INTRODUCTION The research in this report This is the third study into debt and teacher training carried out by Education Data Surveys and associates for ATL. Whilst the three studies conducted are broadly comparable, there are important differences.

The first study, Counting the cost: A survey of student hardship, conducted in 1995–96, focused on the effects of funding changes on students in their final year of training to become teachers. The second study, Mortgaging their futures: A survey of student hardship amongst final year undergraduates training to be teachers, conducted in 2000–01, examined the views of students concerning the financial cost of training to become a teacher. And this third and current study, New teachers: Owed or owing, investigates the burden of debt carried forward by newly qualified teachers from all teaching routes into their first teaching posts.

The purpose of this research The public image of students has two faces. For some, the picture is of a group of young people who take the tax revenue of the hard-working population and spend it on riotous living, while acquiring qualifications that propel them into high earning careers beyond the reach of the under qualified.

The alternative view is that students work all hours to stave off ever mounting debts to complete their studies to find they are equipped only for modestly paid work in the public services. They then have to work for several years before freeing themselves of their student debts.

The picture is more sharply drawn in the newspapers, which are aware of the poor educational achievement of most of their readership, and of the pool of resentment there to be exploited.

Which picture is the more accurate? Are students, and in particular newly qualified teachers, so burdened with debt at the start of their careers that their early working years are spent paying it back? And is this burden of debt likely to deter students from training as teachers?

Prejudices one way or another are not easily dislodged and inevitably claims of hardship from people training to teach are coloured by public perceptions.

The research reported here arises from a resolution to the 2004 ATL Conference (Resolution A15) and reports on the level of debt carried by new entrants into teaching.

Debt may affect the well-being of individuals in a number of ways, and ATL as a professional association has an interest in this aspect of the findings.

However, debt amongst new teachers may have wider repercussions of direct interest to policymakers. For example, it may impact on teacher supply by

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discouraging entry to the profession or depressing job satisfaction. More subtly, the prospect of refractory debt may depress the mobility of newly trained teachers and hence subvert efforts to tackle persistent shortages in some regions.

The funding of higher education, the economics of teacher recruitment and retention and the funding of initial teacher training (ITT) all have a bearing on the overall economics of labour supply, and also on the personal finances of individual trainees and their families.

The current debate on funding pensions adds another dimension to the tensions inherent in resourcing teacher training. Funding pensions involves striking a balance between costs borne by individuals and costs borne by the state. There is also the need to balance the appetite for immediate reward in the form of salary against the deferred reward in the form of the pension.

Teaching Teaching, like most professions, requires study at least to degree level as a means of entry. However, most entrants, especially in secondary schools, require a further year of postgraduate study and training. Historically, potential entrants to the profession have been willing to accept the extra period of relative hardship in return for a perceived enhancement of earnings in the future and higher status in society.

Additionally, in times when the labour market has been depressed, students have been more willing to embark on a further period of study as a means of facilitating their entry into the labour market, thus acquiring greater professional and financial security. Conversely, if the labour market is buoyant, the costs involved in an extra period of training may deter some from undertaking additional training for a profession unless the rewards are very apparent.

Teaching in maintained primary, secondary and nursery schools is an allgraduate profession in England and Wales. Apart from the still relatively small number of entrants who enter teaching through the employment based training route, all would-be teachers undertake a training course as a student.

Teacher training is thus still firmly linked to higher education. Funding for these students comes via the Training and Development Agency (TDA) in England or the Higher Education Funding Council for Wales (HEFCW) in Wales.

Teacher training can proceed along a number of routes. The most common is a degree plus a training year (called the graduate or postgraduate certificate in education [PGCE]). In this model, the training year, unlike undergraduate courses, lasts for 36 weeks.

Higher education University finance continues to be in crisis as political parties debate the funding priorities of higher education. At the same time, as student support

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mechanisms have been pared back, the unit cost of higher education has been driven down. Institutions therefore have less money to spend and have been faced with stark choices.

The drive to encourage greater participation in higher education has significantly increased the number of students studying for higher education qualifications. As part of the mechanism for paying for these extra students, the financial support offered by the Government has changed and the cost of higher education has increasingly been transferred from the state to the individual. Students are now required to invest in their own education. Meanstested maintenance awards have been progressively replaced by student loans; university students now pay tuition fees and from 2006 they may also be required to pay ‘top-up’ fees. Undergraduates, including those on teacher training courses, must now provide for themselves and if they or their families are above the income threshold, they must also pay tuition fees. In the future both undergraduates and postgraduates will pay ‘top-up’ fees.

Teacher training Teacher training departments have not been exempt from economies or ‘efficiency gains’ in funding. As a result, training departments have been faced with cutting expenditure through: ■ increasing the size of teaching groups ■ employing more part-time staff ■ reducing staff to student contact time ■ transferring costs from the institution to the student.

Teacher training courses face an additional problem. The move to schoolbased training (with students spending up to two-thirds of their courses in schools) has meant that a proportion of the income received for the course must be transferred from teacher-training institutions to schools. The effects of the funding problem have been quantified in reports by the Department for Education and Skills (DfES, 2004) and HEFCW (2004).

However, to counteract the negative impact on recruitment, other measures have been taken. Although tuition fees were introduced for students on undergraduate training courses (unless under the threshold), PGCE students have so far been exempt from them.

In addition, since 2000, all PGCE students have received a training grant of £6,000 and those in designated ‘shortage’ subjects receive extra support through ‘golden hellos’. Students on the school-based Graduate Training Programme (GTP) may qualify for a salary of around £13,000 and those on the Fast Track Scheme receive additional payments.

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SECTION 2 THE RESPONDENTS This report is based on the results of a postal survey of members of ATL. In October 2004, printed questionnaires were distributed to all newly qualified teachers on the database supplied by ATL. To facilitate as high a response rate as possible, the return of questionnaires was pre-paid and the paper designed to fold into a return packet without the need for a separate envelope.

Response rate In all, 8,386 questionnaires were sent out; 37 were returned as ‘gone away’, and 881 were returned with responses. Consequently the return rate for completed questionnaires was 10.6%.

DfES data reports a total figure of 25,430 individuals completing teacher training courses in 2004. This figure includes both undergraduate and postgraduate entry routes, covering training for primary and secondary teaching (DfES, Workforce 2004). Our sample therefore represents approximately 3.5% of newly qualified teachers in 2004.

Who replied to the questionnaire?

Who replied to the questionnaire and were they representative of the population of newly qualified teachers? A potential criticism of surveys funded or distributed by professional associations is that the sample might be biased and may be representative of the organisation and not the population as a whole. In view of the fact that this survey was funded by ATL, the following sections consider in some detail the representative nature of the sample so that readers may judge this for themselves.

Typically, of the sample, most were under 30, and had been educated in either comprehensive schools, selective schools, sixth forms or further education (FE) colleges. There were more women than men and they either lived with a partner, their parents or others of the same age in private accommodation.

They trained either for a PGCE or qualified via the undergraduate route. Almost all (97%) had completed training in 2003 or 2004.

Important exceptions to this general pattern were older entrants to teaching and those who trained using alternative routes.

Year training completed

Number of questionnaires returned

Percentage (%)

Pre-2003

29

3

2003

411

47

2004

441

50

Total

881

100

Table 1 Breakdown of the questionnaires returned to ATL

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Age and gender profile of respondents Age As might be expected, the largest group of respondents were aged 24 or under (40%).The next most frequent age range was the 25 to 29 age range (24%).

The majority (64%) of participants providing their age were, therefore, aged below 30. However, a significant minority (36%) of new teachers were aged over 30: 19% were aged between 30 and 39 and 17% were aged over 40.

The overall age distribution of respondents to this survey was similar to the age distribution reported by the DfES. 50 45 P E R C E N TA G E %

40 35 30 25 20 15 10 ATL survey

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DfES entrants 2002

0

24 OR UNDER

25 – 29

30 – 39

40+

AGE GROUPS

Graph 1 Age of respondents 100

241

150

26

12 44

114

113

P E R C E N TA G E %

80

PGCE

60

40

20

66

18

employment based undergraduate

0

24 OR UNDER

12

31

25 – 29

20 30 – 39

40+

AGE GROUPS

Graph 2 The number of respondents, according to route of entry into teacher training, in each age group

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Gender The questionnaires returned by women outnumbered those by men. A total of 674 (78.3%) of respondents were women and 187 (21.7%) were men; twenty individuals did not give their gender.

80

P E R C E N TA G E %

70 60 50 40 30 20 10 0

ATL 2004 DfES 2002

WOMEN

MEN

Graph 3 Gender of ATL respondents compared with figures previously compiled by the DfES

The data supplied by the DfES, for newly qualified teachers in 2002, show a similar gender ratio.

Age and gender of respondents Men formed 15% of the youngest age group (24 or under), which rose to 34% in the oldest age group (40+). Whilst women vastly outnumbered men in the youngest age group (85:15), this divide was reduced in the 40+ age group to 66:33.

This trend was reflected in the DfES figures, with a greater ratio of men to women in the oldest age group.

Background of respondents In order to portray something of the lives of these new teachers, the survey contained questions that focussed on the background of respondents, including their educational background and where, and with whom, they lived.

Education after age 16 The survey asked new teachers for details of their schooling after age 16.

Overall, comprehensive schools and sixth form/ FE colleges accounted for 65% of responses, selective schools accounted for 12% and independent schools accounted for a further 12%.

A S S O C I AT I O N O F T E AC H E R S A N D L E C T U R E R S

9

40

comprehensive school selective school

P E R C E N TA G E %

35 30 25 20 15 10

other state school independent school

5

FE/sixth form college other

0

T Y P E O F E S TA B L I S H M E N T

Graph 4 Schooling of new teachers after age 16

comprehensive school selective school other state school independent school FE/sixth form college other

NUMBER OF INDIVIDUALS

140 120 100 80 60 40 20 0

24 OR UNDER

25 – 29

30 – 39

40+

AGE GROUPS

Graph 5 Schooling of new teachers after age 16 by age group

It should be noted that students entering teacher training aged over 40 may have been educated during the period when secondary schooling was undergoing re-organisation in parts of the country, following the end of largescale segregation.

Living arrangements Respondents were asked whether they lived alone, with their family, with a partner or were sharing with others of the same age.

More than half of the sample lived with a partner, with the remaining participants evenly distributed amongst those living alone, with parents or with friends of the same age. These proportions may reflect changes to the housing market. The ability to buy may therefore influence the localities in which new teachers are prepared to look for teaching posts. Living arrangements can therefore affect the mobility of new teachers. Furthermore, those living with a partner may be additionally immobile as they will need to take the requirements of others into account when considering a move. Therefore, a consequence of attracting career switchers into teaching may be a reduction in mobility.

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Training and jobs School age range Responses to the survey were received from all teaching age groups: slightly more than half (53%) trained for secondary teaching, 43% trained for early years or primary teaching, 2% trained for further education and 2% trained for key stages 2 and 3.

ATL

DfES

Number

Per cent (%)

Number

Per cent (%)

Primary/early years

374

43.1

8,130

46.5

Key stages 2/3

13

1.5

Secondary

457

53

9,350

53.5

FE

21

2.4

Total

865

100

17,480

100

Table 2 School age ranges: A comparison of ATL and DfES figures for new entrants into teaching

Whilst the DfES figures for entrants into teaching in 2003 do not use exactly the same categories (no figures for key stages 2 and 3; FE is combined with HE and not included in maintained sector) the pattern is recognisably similar (DFES workforce, 2004).

100

3 90

1 31

9 320

35

18 268

P E R C E N TA G E %

80

60

40

2 66

KS 2/3

20

secondary FE lecturer

0

primary/early years

Undergraduate

Employment-based

PGCE

ROUTE INTO TEACHING

Graph 6 Number of new entrants into teaching by school type and route into teaching

The largest number of respondents (615) entered teaching with a PGCE, 157 students entered teaching with an undergraduate qualification and 67 entered teaching with an employment-based qualification.

Posts following training By autumn 2004, the majority of respondents (81%) had full-time permanent teaching posts. A further 11.4% were in receipt of either a permanent part-time contract or a supply teaching contract. The remaining 4.5% were still actively

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looking for teaching posts. Of those still waiting to secure a teaching post six were working in education, but not as teachers or lecturers, five were neither working nor looking for a post in teaching and 13 were in work unrelated to education.

According to these figures, few of the trainee respondents were lost to education. However, since respondents were reached via their ATL membership database this is not unexpected. Those who qualified but were not in teaching or looking for a teaching post would be unlikely to join or renew their membership of a teachers’ association.

However, taken together, the figures above for age, gender and teaching age range suggest that the sample responding to the ATL survey was representative of the population of newly qualified teachers, as the responses mirror the results of a similar survey conducted by the DfES.

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SECTION 3

FINANCES AND DEBT CARRIED FORWARD The main purpose of this study was to research debt levels amongst teachers at the beginning of their careers. New teachers ranged from young people who had moved from school to university to teaching, to career changers who had families, mortgages and knowledge of financial matters. All had trained in the past two years and as a result will have received differential levels of help from the Government throughout their training.

Financial support from the state Trainee teachers received help from the state in the form of fees paid for training courses, training grants, bursaries and other supplements and student loans for undergraduate courses.

Fees paid Respondents did not answer the question regarding undergraduate fees with confidence, with some (17%) giving no response at all. Almost half of the respondents thought they had paid no tuition fees and 9% thought they had paid only partial tuition fees as undergraduates. This is probably because a proportion of the older newly qualified teachers originally graduated at a time when students were not responsible for their own fees.

NUMBER OF INDIVIDUALS

500 450 400 350 300 250 200 150 100 50 0

Full tuition fees

Partial tuition fees

No tuition fees

No response

R A N G E O F T U I T I O N F E E S PA I D B Y R E S P O N D E N T S

Graph 7 Number of trainees who paid tuition fees

A S S O C I AT I O N O F T E AC H E R S A N D L E C T U R E R S

13

100

168

102

83

30

24

14

431

78

P E R C E N TA G E %

80

no tuition fees

60

40

88

45

45

20

78

10

214

36

partial tuition fees full tuition fees

0

24 OR UNDER

25 – 29

30 – 39

40+

ALL AGES

AGE GROUPS

Graph 8 Tuition fees paid according to age

Training grants received Even the younger new teachers, however, will have obtained their degrees under a more generous funding regime; before fees were introduced. Although all will have undertaken their teacher training in the ‘era’ of student fees, they were paid for by the state and numerous training grants were available from the Government to supplement income.

Age

PGCE training grant

‘Golden hello’

Fast track supplement

Other TTA funds

Up to 24

210

34

4

9

25–29

134

21

6

7

30–39

103

14

1

6

40+

91

17

6

4

Age unknown

4

Grand total

542

86

17

26

Table 3 Training grants received according to age

Financial help from other sources Apart from financial support from the state, new qualified teachers received financial assistance from a range of sources during their training. Many, but not all, new teachers applied for student loans (some ‘older’ teachers will have completed their degrees before loans were available in the era of mandatory grants) and this was the biggest single source of support reported by respondents, followed closely by support from the family. The responses received to the questions about financial support reveal how complex the current situation actually is.

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600

NUMBER OF INDIVIDUALS

500

400

300

200

100

0

Student loans

Family

Bank loans

Hardship funds

Access funds

Charitable Sponsorship foundations

Other

SOURCES OF FUNDING

Graph 9 Sources of financial support received by trainees

Unsurprisingly, the bulk of financial support utilised by our respondents took the form of student loans, with 62% of trainees applying. In addition, 27% of all respondents borrowed money from banks and other sources.

The uptake of student loans for our respondents was slightly less than the figure recorded for students taking up student loans in 2000 (70%), but was greater than in 1995 (54%). The difference may be accounted for by the inclusion of those undertaking PGCE’s in this survey, some of whom will be career changers who may have built up financial reserves before starting their teacher training.

Less predictable was the number of respondents supported by their families.

However, it might be anticipated that this would reflect the policies of successive governments, to shift the burden of financial support from the state to the individual. Half of the respondents (443) received support from their families. A similar figure was recorded in 1995 (54%), but this figure represented a drop from 2001 (62%), although in 2001 only undergraduates were surveyed.

Some 111 (12.5%) respondents received financial support from more than two sources. The most frequent combination was family and student loans (172 or 9.5% of respondents). Most of those in receipt of family support commented on a working partner, husband or wife, whose contribution was helpful, while one individual referred to financial support from a ‘boyfriend’ and another individual referred to support from a ‘girlfriend’. Government grants figured prominently, as did bank overdrafts, but there were only a few recipients of payments from other schemes such as the ‘secondary school shortage scheme’.

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From this it is clear that state support alone had been insufficient for most new teachers to complete their training, and the majority carried forward debts.

Despite the fact that students training via PGCE routes now have fees paid, and receive a bursary or training grant, most started teaching with significant debts. Student loans were the most important form of income, followed by financial support from families and debt to banks and other commercial institutions. The next section goes on to detail the financial circumstances of the respondents to this survey.

How much debt did new teachers carry forward?

Behind the overall summary figures lies a complex picture. New teachers crafted numerous solutions to finance their studies, all of which have the capacity to impact on their early careers. The following sections analyse their responses, and report their financial details with their views on their own circumstances.

Total debt The new teachers were asked whether or not money was currently owed. If so, actual amounts or estimates were asked for. By definition, the ‘estimates’ were likely to be less accurate then the ‘actual amounts’ and it was anticipated that they would range higher. This was found to be so, especially for the youngest age group, 24 and under.

The median, the value that divides the distribution at the mid point, is the measure of choice for this report. It is the appropriate measure of central tendency, since it reduces and suppresses the effect of occasional large debts, either actual or estimated. However, the mean (average) has also been shown even though it can be affected by significant ‘outliers’.

Some 703 of the 881 (80%) new teachers responding to the question registered some level of debt post-qualification. The median debt for all respondents was £8,000 and the mean debt was £11,965.

The actual figures, however, were lower than those estimated, as the following table demonstrates: Student groups Undergraduates (BED/BA[QTS]) 24 and under All

Mean (£)

Median (£)

Total estimate

15,440

11,800

Total amount

11,263

5,000

Total estimate

15,243

11,500

Total amount

11,405

5,850

Total estimate

14,874

10,300

Total amount

10,374

5,500

Table 4 Total debt (mean and median) incurred by trainees

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An attempt was made to isolate mortgage debt and, after accounting for this, the median debt was £7,294 and the mean £8,169.

Student loans Asked how much they owed to student loans, 626 students provided details.

The median for ‘actual amounts’ was £5,000 and for ‘estimates’ was £9,500.

For both, the figure was £8,500. In 2001, the median amount reported to be owed in student loans was £4,800, whilst the maximum amount owed was £9,000, showing actual debts for some individuals to be double that reported at the time of the survey.

Family Some 167 respondents reported that they still owed their family money, with actual amounts ranging from £200 to £12,000, and estimates ranging from £50 to £100,000. The median amount for both ‘actual amounts’ and ‘estimates’ was £2,000. This compares with the median amount reported to be owed in 2001 to family of £1,000. Again the amount is twice that reported in the 2001 survey.

Bank loans Bank loans or other institutional loans were reported by 166 respondents. The median amount taken out as a loan for ‘actual amounts’ and ‘estimates’ combined was £2,000, with figures of £2,000 for ‘actual amounts’ and £2,150 for ‘estimated’. The maximum actual amount of any bank loan was £14,000, and the maximum estimated amount for a loan was £21,000. The median amount reported to be owed to banks in this survey was at least 30% higher than the amount reported in 2000 (£1,500), which also included credit card debt. This survey considers credit card debt separately.

The median sum owed to the family, to the bank, or in the form of student loans was £7,000. The similarity of numbers and amounts (£2,000) owed to family or to banks suggests that a fair conclusion might be that those who could not borrow from their family were driven into the hands of formal lending institutions.

Credit card companies Perhaps the most worrying form of debt for individuals, where people start to become vulnerable to long term difficulties, is credit card debt. In the 2004 survey, credit card debt was recorded separately from other institutional loans for the first time.

More than a quarter of respondents (247) reported credit card debts, ranging from £50 to a staggering £60,000. This was an example where the median and mean were considerably different: the mean debt was £2,264 and the median £1,000. This skew was due to a few respondents reporting very high figures for credit card debt. Seventy five percent of those with credit card debt owed £600 or more, 62% owed £1,000 or more and 9% owed £5,000 or more.

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Both the inventiveness and the vulnerability of these individuals was illustrated by the respondent owing credit card companies £60,000. He explained that the £60,000 had been transferred from his £90,000 mortgage to credit cards attracting a 0% interest rate. Whilst this could save him money a moment’s lapse of attention at the end of the 0% interest period would be an expensive mistake.

Access funds Only one person mentioned owing money to access or hardship funds. This person received £500 from this source. In 2001, there were four people owing amounts to access funds and the median amount owed was £325. Access funds can make payments as well as loans and such grants were not recorded in this survey. There may be a need to review the use of these funds.

Other sums owed by some respondents included mortgages and car loans.

Having a mortgage is not unusual for a family in mid-career and some individuals may have increased their mortgages to support a switch into teacher training. Again this was not recorded in this survey.

In all these cases, the median and maximum amounts owed are substantially larger than in 2001. However, the overall median debt of £7,294 (excluding mortgage debt) does not seem unduly high after four years of study. Data from the MORI/UNITE student living survey places the average student debt at £4,760, with those leaving university at £9,341. What is more worrying is the amount of debt financed by credit card companies.

No debts carried forward What of the 177 new teachers who recorded no debt?

One might imagine that some distinctive or characteristic patterns would be evident in populations of trainees who were older. This would apparently not appear to be the case. The proportions of younger and older trainees, based on whether they lived alone, with parents or partners, all appeared to be much the same, in both the whole sample and the sub-sample that reported no debt.

45

P E R C E N TA G E %

40

no debts reported all respondents

35 30 25 20 15 10 5 0

24 OR UNDER

25 – 29

30 – 39

AGE GROUPS

Graph 10 Percentage of trainees with no reported debts by age

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40+

60

P E R C E N TA G E %

50 40 30 20 10 no debts reported

0

all respondents

ALONE

SHARING SAME AGE

WITH PARENTS

WITH PARTNER

LIVING ARRANGEMENTS

Graph 11 Percentage of trainees with no reported debts by living circumstances 60

P E R C E N TA G E %

50 40 30 20 10 no debts reported

0

all respondents

ALONE

SHARING SAME AGE

WITH PARENTS

WITH PARTNER

LIVING ARRANGEMENTS

Graph 12 Percentage of undergraduates with no reported debts by living circumstances 60

P E R C E N TA G E %

50 40 30 20 10 no debts reported

0

all respondents

ALONE

SHARING SAME AGE

WITH PARENTS

WITH PARTNER

L I V I N G C I R C U M S TA N C E S

Graph 13 Percentage of graduates with no reported debts by living circumstances

A S S O C I AT I O N O F T E AC H E R S A N D L E C T U R E R S

19

90

P E R C E N TA G E %

80 70 60 50 40 30 20 10 0

MEN

WOMEN

NO RESPONSE

GENDER

Graph 14 Percentage of students with no debt by gender

A further possibility investigated was that those living with parents qualified with less debt. This would not appear to be the case. The following table demonstrates that a higher proportion of those with no debt lived alone or with a partner than with a parent or others of the same age.

The picture was similar with the next band of debt of up to £10,000. There were fewer people in this band living with parents than either those living with a partner or alone.

Level of debt

Living: Alone

(£)

(%)

With others Parents same age (%) (%)

Partner (%)

No answer (%)

No debt

26

24

21

17

20

Up to 9,999

39

26

34

40

37

10,000–19,999

23

45

30

34

33

20,000–29,999

7

4

8

5

6

30,000–39,999

1

0

1

0

1

40,000–49,999

0

0

1

0

0

50,000 and above

4

2

5

4

4

Table 5 Debt by domicile

One conclusion might be that those who live alone or with a partner need to keep tighter control of their expenditure. Of course, the flipside of this is that those who are able to keep tighter control of their expenditure are then able to afford to live alone or with a partner.

What was clear from an extensive analysis of the data was that people in all circumstances, those living alone or with a partner, older or younger, can find themselves with debt at the start of their teaching career. The ability to service this debt may be one factor influencing their decision whether to remain in teaching.

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A S S O C I AT I O N O F T E AC H E R S A N D L E C T U R E R S

SECTION 4 WORKING DURING THE TRAINING COURSE One way of keeping down debt levels is to work whilst studying. This survey questioned new teachers about whether they had worked during their training.

Regular work during training More than half of the respondents worked whilst at university and during their teacher training (54%). The most common time for working was during the summer, at the end of training, closely followed by working the holidays.

However, most striking was the 26% who worked during term time, which equates to 49% of those who worked at all.

Regularly worked during training

Number of individuals

Percentage of those working (%)

Percentage of respondents (%)

During term time

68

14

8

During the holidays

95

20

11

Summer 2004

104

22

12

During term time and the holidays

68

14

8

During term time and summer 2004

16

3

2

During the holidays and summer 2004

45

9

5

Term time, holidays and summer 2004

79

16

9

Total

475

100

54

Table 6 Analysis of those undertaking regular work during training

Whilst it is difficult to draw a direct comparison, since the 2004 sample consisted of new teachers trained on all routes and the 2001 sample consisted wholly of undergraduate trainees, the proportion of those who worked during term time in 2004 is lower than the 2000–01 figure of 47%. It is, however, nearer the 1995 figure of 25%, where the sample consisted mainly of trainees on PGCE routes.

Holiday working The period between the end of the teacher training course and the beginning of paid work as a teacher was once treated as a welcome window of relaxation or holiday before embarking on what many thought of as a life-time career. This is no longer the case. Just under half of those who answered this question said they worked during the holiday period or would have done if they could have found work. Approximately 40% of respondents undertook paid work between the end of their training course and the beginning of their teaching career, and a further 6% would have worked in this same period had they been able to

A S S O C I AT I O N O F T E AC H E R S A N D L E C T U R E R S

21

secure temporary employment. Of those that worked, many commented that they started working as soon as their course ended, with a sizeable proportion of this group working as supply teachers.

Of the respondents, 32% chose not to work in the period between the end of training and the beginning of their teaching careers. Of those who chose not to work most of the comments referred to the need for a ‘proper break’ before September and the start of their teaching careers. Two of the more telling comments were: “I was mentally and physically exhausted after my PGCE”.

“I wanted to have a holiday before my career started and my life ended!”

It would seem that offering new teachers paid employment from July 1st would help both trainees and schools and ensure that trainees did have a break before starting teaching full time in the autumn.

Term time working A quarter of respondents worked during term time while on their training course, or during their final year if the course lasted longer than a year. The proportion of those working during term time in 2004 was approximately the same as the proportion who worked during term time in the 1995–6 survey. However, approximately 50% of all respondents who had worked at some point during their course had done so during term time. This figure is worrying as this could be an intolerable burden for those on a demanding vocational course.

Hours worked in term time When trainees were working during term time, their hours were sometimes considerable. Of those that worked during term time half (12.5% of all respondents) worked for 9 hours or less per week and half (12.5% of all respondents) worked for 10 hours or more per week. Of those working more than 10 hours a week 14% worked 20 hours or more.

Work during school placement The school or college-based experience is generally considered to be more demanding than the rest of the course. In spite of this, 17% of all respondents undertook paid work during this period.

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A S S O C I AT I O N O F T E AC H E R S A N D L E C T U R E R S

Worked during placement? (number of individuals) Level of debt (£)

yes

no

Up to 9,999

60

124

10,000–19,999

47

113

20,000–29,999

10

18

30,000–39,999

0

4

40,000–49,999

0

3

50,000 and above

2

11

Grand total

119

273

Table 7 Relationship between working during school placement and the resultant level of debt

In each band of debt approximately one third of those working did so during the placement period, showing little relationship between the level of debt and any tendency to work at this particular stage of teacher training.

Earnings Of the trainees who worked, 79% earned less than £10 an hour, and 32% less than £5.00 an hour, close to the minimum wage. Approximately 20% of the working trainees earned £10 an hour or more.

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SECTION 5 WHERE THE MONEY GOES New teachers were asked for details of weekly expenditure during training.

This included rent, living expenses, travel, course-related activity, social life and clothing for their role as a trainee teacher.

To make it easier for respondents, estimates as well as amounts were accepted. Nonetheless, not all respondents provided full answers and some chose not to answer at all.

As a consequence, the data was analysed differently by taking the mean for the replies that had been submitted. This may result in an overestimate of expenditure in all categories except for the category for rent.

Overall expenditure The average total weekly expenditure was £242.44, compared with £155.19 in 2001.

Excluding rent, the average weekly expenditure was £158.52, compared with £104.74 in 2001. The greatest expenditure was on rent (£83.92); followed by living expenses (£62.67), clothes for teaching (£25.58), travel (£24.28), social life (£17.72), course-related activities (£14.79) and alcohol (£13.48). Similar figures from the annual MORI/UNITE survey suggested that in 2004 students spent on average £18 per week on alcohol, and £16 on their social life.

Beer and fags?

One common perception of students, including trainee teachers, by the wider community is that they spend excessive amounts of money socialising and drinking alcohol.

The respondents reported that the amount spent on alcohol alone was about half that spent on clothes for teaching. They reported an average (mean) expenditure on social life, excluding alcohol, of £17.72 while the amount spent on alcohol was £13.48. The two combined amounted to £31.20, a substantial rise on the amount spent on the two categories combined in 2000–01 (£17.99), but little more than was spent on travel and less than half the amount spent on rent.

These figures suggest that, while not an insubstantial amount of money is spent on recreational activities by students, the amount does not merit the word ‘excessive’.

Summer earnings: Where did the money go?

Of the respondents, 387 indicated what they did with their summer earnings in the questionnaire. Approximately 80% put their earnings towards their living expenses, 40% put the money towards their debts and 32% used the money to fund their social life. Only 6% used them money solely to fund social and recreational spending.

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A S S O C I AT I O N O F T E AC H E R S A N D L E C T U R E R S

NUMBER OF RESPONDENTS

350 300

315

250 200 150

162 122

100 50 0

Living expenses over the summer

To help pay off debts

For social and recreational spending

USE OF EARNINGS

Graph 15 Use of summer earnings

Support from training course In the past, training courses commonly provided support for students, in terms of support for travel or accommodation whilst on placement. However, support for travel was received by only 40 % of respondents and support for accommodation by only 7%.

Help with resources for teaching is usually now seen as the responsibility of the school, which receives funds for each student in training. Only 15% of respondents recorded receiving help with resources used in teaching.

NUMBER OF RESPONDENTS

800 700 600 500 400 300 200 100 0

yes no

Travel to placements

Help with resources used in teaching

Accommodation during block placements

R E P LY F R O M R E S P O N D E N T

Graph 16 Number of trainees who received ďŹ nancial assistance from their training course, and its use

A S S O C I AT I O N O F T E AC H E R S A N D L E C T U R E R S

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SECTION 6

NEW TEACHERS’ VIEWS ABOUT THEIR FINANCIAL SITUATION Satisfaction with standard of living Respondents were presented with a series of statements concerning their satisfaction with the training and financial support they had received and were asked to make a judgement about whether they agreed or disagreed with the statement.

Approximately 75% of respondents were satisfied with their standard of living whilst they were trainee teachers and approximately 60% reported that they were in debt throughout the course. Approximately 75% owed money at the end of the course and a similar number felt that training had cost them money. The majority of respondents received additional financial support from their families.

agree disagree

NUMBER OF RESPONDENTS

700 600 500 400 300 200 100 0

I was satisfied I was in debt with my standard throughout of living as a my course trainee teacher

I needed to earn money to make ends meet

Training to be a teacher cost me money

I ended my course owing money

My family My family lent me gave me money money to train to live on when as a teacher I was training

R E P LY F R O M R E S P O N D E N T

Graph 17 Respondents’ views regarding their financial situation

A number of the statements offered in the 1995, 2000–01 and most the 2004 questionnaires showed some interesting trends.

The first statement: ‘I was satisfied with my standard of living as a trainee teacher’ attracted 10% agreement in 1995, 17% agreement in 2000–01 and 77% agreement in 2004.

The three statements: ‘I was in debt throughout my course’, ‘I needed to earn money to make ends meet’ and ‘training to be a teacher cost me money’ all attracted agreement, from more than 40% in 1995, 68% in 2000–01 and 40–76% in 2004.

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A S S O C I AT I O N O F T E AC H E R S A N D L E C T U R E R S

Percentage of respondents that agreed that (%): I was satisfied with my standard of living as a trainee teacher I was in debt throughout my course I needed to earn money to make ends meet Training to be a teacher cost me money

Year 1995

2000

2004

10

17

77

54

85

71

49

68

40

79

92

76

Table 8 Satisfaction with standard of living (1995, 2000, 2004)

A number of conclusions might be drawn from this. First, a peak of dissatisfaction with financial arrangements for training was reached in 2000–01, which has since been ameliorated, possibly due to the introduction of the training grant. Additionally, new teachers who trained via the GTP, and therefore received a salary, were included in the current survey. Nevertheless, the level of satisfaction in 2004 was high. Secondly, 75% of trainees were satisfied with their standard of living, in spite of being in debt. Thirdly, acceptance of debt whilst in training is now well established and appears to be tolerated.

Choice of Course When selecting a training course did financial issues affect your choice in any way?

One consequence of accepting that training will require financing, and possibly sustaining, debt is that financial issues might be expected to appear in decisions about courses.

Nearly half of the respondents thought that financial issues had influenced their choice of course. Those who responded with a ‘yes’ were asked to expand their replies and it was clear from them that funds available under the GTP were an important incentive to many of those opting for teacher training courses.

60

P E R C E N TA G E %

50 40 30 20 10 0

yes no

R E P LY

Graph 18 Percentage of respondents where financial considerations influenced their course choice

A S S O C I AT I O N O F T E AC H E R S A N D L E C T U R E R S

27

But a preponderance of replies made it clear that the ‘travel to training’ issue was the biggest influence on those choosing where to undertake their training.

The vast majority found it cheaper to stay at home and find training locally; many returning home to live with their parents.

“Chose to train close to home so could live with parents, and save on rent”.

“A local course was essential”.

“Attending a local university enabled me to live at home”.

“I tried to get on a course while living with parents to save money” “I chose a 3-year course for financial reasons and a university closer to home to lessen travel costs”.

“I chose a local course so I could live at home”.

“I had to move back to my parents’ house”.

Some living arrangements were much less tested and so, potentially, more hazardous: “I moved in with my boyfriend’s parents to save money on rent”.

“I did a course in York so I could co-habit with my partner to share living costs”.

Others considered moving further a field to reduce living expenses: “Training in France was an option I considered because training is free”.

“I trained in Wales because of cheaper rent”.

“The cost of living in Cambridge was more than £100 per week compared with £62 per week in Lincoln”.

“The expense of living in London made it a no-no”.

The GTP for many was the critical factor in deciding whether to choose teacher training, but all forms of financial support made a positive difference: “The £6,000 training grant was attractive”.

“The GTP pays £13,000 gross. I could survive!”

“I could only afford to train on GTP. If I hadn’t received the funding I could not have trained”.

“GTP was the only way I could afford to train”.

“My student loan and a bursary, along with my husband’s wages, were essential to live on”.

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A S S O C I AT I O N O F T E AC H E R S A N D L E C T U R E R S

Finance was an important factor in several ways. The following comments illustrate the range of issues: “I seriously had to consider whether we could afford for me to train”.

“I would have liked to carry out a Masters in Education before my PGCE but I could not afford to do so”.

“I looked at the rent for halls of residence and chose a 3-year course rather than a 4 year course”.

Childcare The questionnaire did not explicitly pursue the question of childcare but this was by far the most prominent additional matter raised by the respondents.

With twenty five per cent of respondents over the age of 30, this was not surprising. What was surprising was the paucity of childcare provision offered by most institutions.

All respondents who commented on childcare provision, and who made themselves available for follow-up contact, were approached by either phone or email. Most, but not all, were mothers. Their comments were revealing, particularly when related to its cost and management, and must inevitably deter many potential teachers from embarking on a teaching career.

The following comments were received from individual respondents with parental responsibilities: “The cost of childcare for full time students needs to be looked at. If I’d known in advance that I would not receive assistance with childcare I might not have joined the course”.

“All the time on the course it was touch and go whether I carried on. I often felt like giving up altogether. It was a juggling act with the children. I couldn’t afford childcare. Lectures in the evening were the worst. But my teaching career is going well so I think it was worth it”.

But not every mother experienced the same problems.

“Childcare was not so stressful. Crèche at the university cost £4 per day. It was a great help and my friends ensured that my child only went to the crèche a maximum of twice a week.

“The children arrived home before me, but I think they enjoyed it, to be quite honest”.

A S S O C I AT I O N O F T E AC H E R S A N D L E C T U R E R S

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The apparent patchiness of childcare, both in support and institutional response, was a significant issue for teachers in training. In some cases, the scarcity and cost of childcare was a significant deterrent. Even where childcare did not prevent trainees from starting or continuing their courses there were frequent references to the extreme additional burden taken on by other family members.

Even from this brief series of telephone interviews it is clear that there is considerable national variation in the childcare on offer, with fees varying from £4 per day to £100 per week. There is also variation in the classification of trainees as working full time, which has implications for their entitlement to childcare support. This is not satisfactory. Clearly, trainee teachers need to know what is available, and support should be organised and deployed consistently.

Pupil behaviour Interestingly, the telephone conversations revealed that debt was not the only concern of newly qualified teachers in their first few months of work. Pupil behaviour forced some new teachers to reconsider the wisdom of their decision to become teachers. This from one respondent: “I’m a bit disillusioned. The children have been brought up with lots of freedom, but no sense of responsibility so there’s a real discipline problem and I feel as though I’m wasting my time standing up in front of the class. I’m already looking at jobs in the city and I’m seriously thinking of going back”.

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A S S O C I AT I O N O F T E AC H E R S A N D L E C T U R E R S

SECTION 7 HOW DEBT AND WORK AFFECTED TRAINING Missing course activities Taking paid, external work can assist trainees in a number of ways. It can provide a welcome change of focus, whilst earning a living may enhance selfesteem. Keeping debt at bay can also be reassuring, as can demonstrating the ability to organise oneself and manage time effectively.

However, paid work almost certainly reduces the time and energy trainees can devote to their studies. The most extreme manifestation of this was where trainees missed course activities to go to paid work. This was the experience of 6% of respondents.

Very frequently %

Frequently

Sometimes

Never

%

%

%

Number

1

3

49

425

Percentage of those working

0.2

0.6

10.3

88.9

Percentage of all respondents

0.1

0.3

5.6

48.2

Table 9 Percentage of trainees who missed course activities for paid work

The majority of trainees (89%) did not miss course activities as a result of paid work. However, a substantial minority (11.1%) reported that they did miss course activities to go to paid work, ranging from occasionally (10.3), frequently (0.6%), to very frequently (0.2%). In 2000–01, 18% of all respondents reported that they had missed course activities due to paid work commitments.

However, this is not a direct comparison as the 2000–01 sample consisted of undergraduate trainees who undertook a longer training course.

Impaired performance Respondents were asked to give an overview of whether they thought that their performance on the course had been impaired or enhanced by taking paid work. Of those that replied, 57% thought their performance had been impaired (compared with 74% of the 2000–01 sample), 15% thought that paid work had had a positive effect on their performance (compared with 26% in 2000–01), whilst 28% considered it to have had no effect.

A S S O C I AT I O N O F T E AC H E R S A N D L E C T U R E R S

31

40

P E R C E N TA G E %

35 30 25 20 15 10 5 0

considerably

moderately

somewhat

not at all

no, it was valuable

I M PA C T O N C O U R S E P E R F O R M A N C E

Graph 19 Percentage of respondents who indicated that paid work impaired their course performance

SpeciďŹ c Effects Respondents were then questioned to the extent that they felt that paid work had affected their performance in speciďŹ c areas of their course. Of the replies received, 43% considered that paid work had adversely affected the quality of their written work and their ability to meet deadlines. Most respondents added that their private study was also adversely affected.

However, in all cases, paid work was reported to have had no impact on performance in placements or in examinations, although few PGCE courses use formal examinations. With the exception of private study, most respondents reported that the effect on their performance whilst on placements or in examinations had been neutral. Tutors were not approached in this survey to see if they supported this assessment.

But in all categories, whilst some respondents reported that paid work had enhanced their overall performance, the majority considered their performance to have been impaired in someway.

The following graphs provide further insight into the affects of paid work on course activities.

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A S S O C I AT I O N O F T E AC H E R S A N D L E C T U R E R S

NUMBER OF RESPONDENTS

140 120 100 80 60 40 20 0

ADVERSE

-2

-1

NEUTRAL

1

2

FAVOURABLE

I M PA C T O N Q U A L I T Y O F W R I T T E N W O R K

Graph 20 The impact of paid work on the quality of written work.

NUMBER OF RESPONDENTS

140 120 100 80 60 40 20 0

ADVERSE

-2

-1

NEUTRAL

1

2

FAVOURABLE

I M PA C T O N A B I L I T Y T O M E E T D E A D L I N E S

Graph 21 The impact of paid work on ability to meet deadlines

NUMBER OF RESPONDENTS

160 140 120 100 80 60 40 20 0

ADVERSE

-2

-1

NEUTRAL

1

2

FAVOURABLE

I M PA C T O N E X A M I N AT I O N P E R F O R M A N C E

Graph 22 The impact of paid work on examination performance

A S S O C I AT I O N O F T E AC H E R S A N D L E C T U R E R S

33

NUMBER OF RESPONDENTS

160 140 120 100 80 60 40 20 0

ADVERSE

-2

-1

NEUTRAL

1

2

FAVOURABLE

I M PA C T O N O T H E R C O U R S E A C T I V I T I E S

Graph 23 The impact of paid work on other course activities

NUMBER OF RESPONDENTS

100 90 80 70 60 50 40 30 20 10 0

ADVERSE

-2

-1

NEUTRAL

1

2

FAVOURABLE

2

FAVOURABLE

I M PA C T O N P R I VAT E S T U D Y

Graph 24 The impact of paid work on private study

NUMBER OF RESPONDENTS

100 90 80 70 60 50 40 30 20 10 0

ADVERSE

-2

-1

NEUTRAL

1

I M PA C T O N E X T R A - C U R R I C U L A R A C T I V I T I E S

Graph 25 The impact of paid work on extra-curricular activities

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A S S O C I AT I O N O F T E AC H E R S A N D L E C T U R E R S

NUMBER OF RESPONDENTS

140 120 100 80 60 40 20 0

ADVERSE

-2

-1

NEUTRAL

1

2

FAVOURABLE

I M PA C T O N S C H O O L E X P E R I E N C E P E R F O R M A N C E

Graph 26 The impact of paid work on school eperience performance

These findings are similar to findings of the studies in 1995–96 and 2000–01 in that private study and extra curricular activities appear to be most affected by paid work. Both are important activities and should not be viewed as an optional extra.

A S S O C I AT I O N O F T E AC H E R S A N D L E C T U R E R S

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SECTION 8 WHO MADE SACRIFICES Trainee sacrifices Respondents were asked “What, if anything, did you sacrifice to train as a teacher?” This question was an attempt to gain some insight into the decision making process of trainees entering teacher training, and the factors considered by them in this process.

Of the 641 respondents who answered this question, nearly all (621) considered that they had sacrificed something to undertake teacher training.

The responses, whilst brief, revealed considerable strength of feeling.

A typical reply when asked what sacrifices had been made was: “Nothing, I was prepared for debt as I knew it would be the only way!”

The biggest sacrifice was clearly felt in the trainees’ social lives. The largest group of respondents to this question felt most keenly the loss of time spent with friends, partners and family.

A considerable number of respondents singled out more pecuniary losses in terms of money or savings, with one trainee reportedly sacrificing a £60,000 per annum salary, a company car and share options.

Others regretted the loss of holidays during their training, and for some the course was found to be so demanding that they singled out sleep as their greatest sacrifice.

Other comments lamented the loss of ‘a life’, ‘sanity’, ‘relationships’, ‘health’ and ‘everything’.

On the positive side, a significant number of respondents said that they had made no sacrifices at all. The most positive comment was: “I sacrificed nothing. Teacher training was a great experience, although my wife worked full time”.

Sacrifices made by the families of trainees Respondents were then questioned whether family members had been required to make sacrifices in order for them to undertake teacher training. The majority (57%) reported that their family had not been required to made sacrifices, whilst 43% reported that they had.

The family members involved, and the extent to which sacrifices were made, differed according to the age of the trainee. The following table demonstrates the number of family members affected according to trainee age.

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A S S O C I AT I O N O F T E AC H E R S A N D L E C T U R E R S

Age

Family made sacrifices Yes

No

Up to 24

155

179

25–29

82

121

30–39

73

90

40+

55

90

No age given

3

2

Total

368

482

Table 10 Number of families required to make sacrifices according to trainee age range

Those who had answered ‘yes’ were asked to give examples of the sacrifices that had been made. In most cases, the ‘sacrifices’ were made by the children and partner of the trainee.

The following are some of the examples supplied: “My husband had to do more at home”.

“My husband had to support me financially for four years”.

“My husband took over the cooking”.

“We raised a mortgage so that my husband could work part-time in order to look after the children”.

The parents of younger trainee teachers also made sacrifices as they often provided accommodation or financial support.

These comments serve as a timely reminder of just how important and enduring the family remains for many people.

Furthermore, these comments provide both an insight and a summary of the common factors involved in the decision making process of potential trainees.

These comments should therefore be of interest to policy makers, as the policy decisions on teacher recruitment and training depend, for their effective implementation, on the assent of the trainees and also their families.

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SECTION 9 CONCLUSIONS The main aim of this report was to establish the level of debt experienced by newly qualified teachers commencing their first teaching job, and the potential consequences of such debt on recruitment and retention in the teaching profession.

The common experience for most respondents, irrespective of age or gender, was to embark on their teaching career with a debt ranging from £7,000 to £10,500.

The vast majority of respondents were in debt throughout their training course and at its conclusion. Most respondents considered that teacher training had cost them money. The range of debt experienced had increased considerably from earlier studies, with most of the debt borne by credit cards.

However, the level of debt has remained relatively static throughout the period of our three surveys (1995–2004), suggesting that the additional resources put into teacher training has had the desired effect. In spite of their continuing indebtedness, 70% of respondents reported that they were happy with their standard of living throughout their training. This was an improvement on previous surveys and is open to a number of interpretations, including the following: ■ One way or another, teacher trainees are receiving better financial support.

■ Teacher trainees are more prepared to borrow to maintain a good standard of living.

■ Families and others provide greater support.

■ Trainees tolerate debt with more equanimity.

Paid work may have a negative impact on trainees’ studies, with a clear majority of respondents reporting that paid work had impaired their performance at some level. Areas particularly prone to impairment were written work, private study and the ability to meet deadlines.

Variations in childcare support was another factor in the decision making process to enter teacher training. In most cases, respondents found it to be expensive and inadequate.

Reliable travel to school was essential for trainees, particularly if combined with family or child care responsibilities. Some support for travel would therefore be desirable.

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A S S O C I AT I O N O F T E AC H E R S A N D L E C T U R E R S

The high number of newly qualified teachers finding and taking jobs in teaching, and the resilience displayed in many of the respondents’ comments, suggests that the training programmes meet their purpose at an endurable cost.

However, what is not clear from this survey is the number of new trainees that will be later forced into alternative careers attracting better pay as a result of the debts they accumulated during training.

It is also clear that families bear the brunt of much of the strain, both financial and social, when a family member embarks on teacher training.

Overall, there is clearly a balance to be struck between the cost of becoming a teacher and the rewards of such a career. Money may only be one factor in the equation, but it cannot be ignored by policy makers.

In an era of student debt, maintaining the competitive nature of teachers’ salaries is vital if teacher supply problems are to be avoided.

A S S O C I AT I O N O F T E AC H E R S A N D L E C T U R E R S

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SECTION 10 REFERENCES Department for Education and Skills (2004). Review of the unit of resource for initial teacher training: A study of provider costs. London: The Stationery Office.

Department for Education and Skills (2004). A world class workforce for education and skills. London: The Stationery Office.

Higher Education Funding Council of Wales (2004). ITT Partnership in Wales: A study. Cardiff: HEFCW. UNITE (2004).Student Living Report 2004. Bristol: UNITE. www.unite-group.co.uk.

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A S S O C I AT I O N O F T E AC H E R S A N D L E C T U R E R S

The Association of Teachers and Lecturers exists to promote the cause of education generally in the UK and elsewhere, to protect and improve the status of teachers, lecturers, and other nonteaching professionals directly involved in the delivery of education, and to further the legitimate and professional interests of all our members.

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As the leading education union, the Association of Teachers and Lecturers (ATL) promotes and protects the interests of its members – teachers, lecturers, support staff and other education professionals. ATL advances the debate and champions good practice, across the whole education sector. ATL campaigns and negotiates to achieve better pay, working conditions and terms of employment for its members.

We are a TUC affiliated trade union with over 160,000 members in pre-schools, schools and colleges throughout England, Wales, Northern Ireland, the Channel Islands and the Isle of Man.

Association of Teachers and Lecturers 2005 ATL members Non-members ATL product code ISBN

FREE £9.99 HSG02 1-902466-17-9

ASSOCIATION OF TEACHERS AND LECTURERS, 7 NORTHUMBERLAND STREET, LONDON WC2N 5RD Tel 020 7930 6441 Fax 020 7930 1359 e-mail info@atl.org.uk website www.atl.org.uk Publications despatch line: 0845 4500 009