shows that 17.1 per cent of FE teachers do not themselves have a good GCSE pass in the subject, and almost half "lack confidence" in teaching it.
Ms Fitzjohn said: "A fundamental problem is recruiting people with not only the right English and maths skills, but the ability to teach those subjects as well as they need to. We have seen examples of people teaching maths who perhaps haven't got GCSE maths themselves. That can't be right.We do need some really skilled teachers to work with young people and re-engage them."
The ETF report also expresses concerns about the "slow start" to the traineeships programme, designed to prepare people with low levels of qualification for apprenticeships.
Ms Fitzjohn said that although the "ones we have seen are largely good", very few young people had heard of the traineeships and knew what they had to offer. "That goes back to problems with careers advice and guidance," she added.
`It's a classic case of sitting on the fence'
Matt O'Leary, a research fellow in post-compulsory education at the University of Wolverhampton's Centre for Research and Development in Lifelong Education, has carried out extensive research on lesson observations in the sector, including a report for the University and College Union.
He is calling on Ofsted to release details of the responses to its public consultation. "By not doing so, the whole credibility of the consultation is undermined. Who's to say that comments such as `mixed views' are not just based on anecdotal evidence?" he says.
"Such comments are a classic case of sitting on the fence to avoid having to make a decision. Almost every survey or consultation generates a range of different views. But does that warrant sticking with a system that is clearly no longer fit for purpose and is the cause of unprecedented levels of stress and discontent among further education teachers?
"Why should FE be treated differently from schools?"