Education

Making working in education more attractive: how do you do that?

Number of vacancies in education

The number of vacancies in education has been around 10,000 for some time. The need is particularly high in the west of the Netherlands. In practice, the figures are often measured against the number of job seekers. In the western provinces the number of job seekers is relatively low, compared to a relatively high number of job seekers outside the Randstad. The number of vacancies is expected to increase rather than decrease in the coming years. Schools therefore face a major challenge.

Qualified to teach, but not (yet) for the classroom

Data from the national government show that a large number of people are qualified to teach, but do not have a job in education. This is called the ‘quiet reserves’. This would concern 31,000 people who are qualified to teach in primary education, up to 51,000 people who should be allowed to teach in secondary education. A large number of this considerable group could simply re-enter as lateral entrants, but then working in education must be made attractive.

Incidentally, the same data from the national government shows that approximately 80% of the teaching staff who are currently active in the business world could earn more in education.

Encouraging lateral entrants to education

Employers in education should do everything they can to move people from the group of teachers to education. As is also apparent from data from the national government, employment conditions are in many cases better in education than in business. Employers can also appeal to financially attractive schemes. An example of this is the wage cost subsidy, which allows schools to free up space for guidance in the workplace.

Provide career prospects

Offering perspective within education is another way to bind lateral entrants. Create a timeline for teachers: where do they start, and where can they be in about 5 years? Hiring lateral entrants can also be beneficial for schools thanks to the apprenticeship programme. For example, people over 50 can re-enter education, or people with an occupational disability. The work-study trajectory is characterized as a structural solution for staff shortages in education, and offers perspective for various target groups.

Solving the staff shortages in education? That is what collaborating parties have to do. To make this attractive for all parties, there are various attractive schemes for employers. This is also positive news for staff who may or may not want to opt for education.

Making working in education more attractive: how do you do that?
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