The highly anticipated research provides analysis and insight into the issues relating to the provision and use of classroom learning resources in schools.
The first issue investigated was the perceived quality of classroom resources. ‘Quality’ is defined by the surveyed primary teachers as reliable, consistent and durable while secondary teachers view ‘quality’ as offering good design and functionality.
Of the teachers surveyed 57 per cent stated that printed resources, 36 per cent of digital content and 32 per cent of teaching aids, were always good quality. However, only 17.5 per cent of those surveyed felt that the quality of training and CPD available was always of good quality. 20 per cent stated that the quality of CPD and training they had, had been of the lowest quality.
Caroline Wright, director BESA comments; “The findings will be good news to the suppliers of printed material, digital content and teaching aids but suppliers of training and CPD are clearly not meeting the current needs in schools. Recent years have seen unprecedented changes in the needs of teachers and it is vital that training providers appreciate and meet these needs.”
Factors affecting product replacement
84 per cent of teachers stated that a lack of budget and the high price of quality alternatives were two of the limiting factors in replacing any lower quality resources with higher quality alternatives. Other factors include the ability to find appropriate quality resources (54 per cent) and a limitation in the number of providers offering quality options (34 per cent).
Measures of value for money
When asked about the measures used to assess value for money 47 per cent of respondents stated customer service, 63 per cent considered innovation and 36 per quoted training.