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It reviews the policy context following renewed government attention and sets out recent research using the Further Education Workforce Data Collection (FEWDC) alongside earnings and labour-market datasets such as ASHE, Labour Force Survey, and Annual Population Survey. Findings inform recommendations on recruitment, retention, professional development pathways, and wellbeing.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-further-education-teacher-workforce-in-england-annual-report-2026/586240/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-further-education-teacher-workforce-in-england-annual-report-2026/586240.png","ImageObject",300,407,{"name":92,"@type":93},"Taylor Morgan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of this Annual Report 2026?","Question",{"text":112,"@type":113},"It monitors progress toward FE teacher workforce supply challenges and summarizes the latest evidence on teacher numbers, shortages, pay, and working conditions, pointing to policy actions with the greatest impact.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the report define FE teachers?",{"text":117,"@type":113},"It uses two approaches: FEWDC definitions based on roles employed by relevant FE providers, and occupation/industry-based definitions in ASHE, Labour Force Survey, and Annual Population Survey.",{"name":119,"@type":110,"acceptedAnswer":120},"Which data sources are used to analyze earnings, hours, and conditions?",{"text":121,"@type":113},"Earnings trends use ASHE, while working hours and working conditions are analyzed using the Labour Force Survey and the Annual Population Survey, with comparisons to similar workers by age, gender, qualification level, and region.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586240,1792190611,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099523885336,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","The Further Education Teacher Workforce in England  \nAnnual Report 2026  \nMichael Scott, Lillian Flemonsand Jack Worth  \nPage 2  \nContents  \nIntroduction 3 Key findings and recommendations 4 Policy context 7 The size of the FE teacher workforce 8 Teacher shortages 11 Teacher pay 13 Working hours and overtime 15 Workplace participation, career progression and wellbeing 17 Conclusions and policy recommendations 19 Research and data recommendations 20 References 21  \nThe Nuffield Foundation is an independent charitable trust with a mission to advance social well-being. It funds and undertakes rigorous research, encourages innovation and supports the use of sound evidence to inform social and economic policy, and improve people’s lives. The Nuffield Foundation is the founder and co-funder of the Nuffield Council on Bioethics, the Ada Lovelace Institute and the Nuffield Family Justice Observatory. This project has been funded by the Nuffield Foundation, but the views expressed are those of the authors and not necessarily the [Foundation. Find out more at: nuffieldfoundation.org](Foundation. Find out more at: nuffieldfoundation.org).  \n[Bluesky: @nuffieldfoundation.org](Bluesky: @nuffieldfoundation.org)  \nLinkedIn: Nuffield Foundation  \nAcknowledgements  \nWe are grateful to Sarah Tang and Juan Manuel Del Pozo Segura for the analysis they did for this project and to Jude Hillary and Maddie Wheeler for their helpful comments on early drafts. We would also like to thank representatives from various organisations for their thoughtful insights and feedback on this report.  \nSome of this work was undertaken in the Office for National Statistics (ONS) Secure Research Service (SRS) using data from ONS and other owners, and does not imply the endorsement of the ONS or other data owners.  \nPage 3  \nIntroduction  \nThe further education (FE) sector plays a crucial role in ensuring young people and adults have education and training opportunities to gain skills. The Department for Education (DfE) recognises that a high-quality FE teaching workforce is a critical underpinning for the quality of FE (DfE, DWP, and DSIT, 2025) . However, over the last decade, the FE sector has struggled to attract and retain the numbers of highly skilled teachers it needs.  \nIn the last two years, the Labour government has made FE, and therefore FE teachers, a key policy focus. FE teachers are included in the Government’s headline target to recruit 6,500 more teachers in England by the end of the parliament (DfE, 2026a) . One of the key objectives of the Post-16 Education and Skills White Paper is to establish ‘a specialist and prestigious further education system that delivers high-quality education and training for all (DfE, DWP, and DSIT, 2025) . The White Paper outlined various policy changes aimed at recruiting and retaining FE teachers, including a new professional development pathway, teacher training, and industry-exchange programmes. New funding is explicitly aimed at supporting FE providers to recruit and retain more teachers.  \nThe aim of the National Foundation for Educational Research’s (NFER) annual series of reports on the education workforce, funded by the Nuffield Foundation, is to monitor progress towards meeting workforce supply challenges. This report summarises the latest research and key trends in FE teacher numbers, shortages, pay and working conditions, and points towards policy actions that are likely to have the greatest impact on addressing the challenges.  \nThis report uses data collected in the Further Education Workforce Data Collection (FEWDC) . DfE has collected this data annually since 2021/22 (DfE, 2025a) . It is a key source for this work.  \nWe have also utilised data from various surveys:  \n1. We look at how earnings for FE teachers have changed overtime, using the Annual Survey of Hours and Earnings (ASHE) .  \n2. We look at trends in working hours and working conditions using the Labour Force Survey (LFS) and the Annual Populatio","cbCairesqSLpQuWG","https://ap.wps.com/l/cbCairesqSLpQuWG","pdf",2714530,23,"English","# Contents\n## Introduction\n## Key findings and recommendations\n## Policy context\n## The size of the FE teacher workforce\n## Teacher shortages\n## Teacher pay\n## Working hours and overtime\n## Workplace participation, career progression and wellbeing\n## Conclusions and policy recommendations\n## Research and data recommendations\n## References","[{\"question\":\"What is the main purpose of this Annual Report 2026?\",\"answer\":\"It monitors progress toward FE teacher workforce supply challenges and summarizes the latest evidence on teacher numbers, shortages, pay, and working conditions, pointing to policy actions with the greatest impact.\"},{\"question\":\"How does the report define FE teachers?\",\"answer\":\"It uses two approaches: FEWDC definitions based on roles employed by relevant FE providers, and occupation/industry-based definitions in ASHE, Labour Force Survey, and Annual Population Survey.\"},{\"question\":\"Which data sources are used to analyze earnings, hours, and conditions?\",\"answer\":\"Earnings trends use ASHE, while working hours and working conditions are analyzed using the Labour Force Survey and the Annual Population Survey, with comparisons to similar workers by age, gender, qualification level, and region.\"}]","The Further Education Teacher Workforce in England - Annual Report 2026 | PDF",1792057333,58]