Teachers for Tomorrow's Schools: 2001: Analysis of the World Education Indicators

Description

This publication is the second in a series that analyses the education indicators developed through the OECD/UNESCO World Education Indicators (WEI) programme. It examines trends in educational finance and governance, with particular attention to how they relate to teachers and teaching conditions; reviews patterns of access and participation in education systems to signal changes in the demand for teachers; compares what is demanded of existing and prospective teachers in terms of qualifications and workload with existing financial and other job-related incentives; and reviews the policy choices and trade-offs that governments face when balancing expanded access to education against the need to attract and retain good teachers. A statistical profile of important determinants of the demand and supply of qualified teachers, together with a comprehensive statistical annex covering both WEI and OECD countries, complements the analysis. Countries participating in the OECD/UNESCO WEI programme include Argentina, Brazil, Chile, China, Egypt, India, Indonesia, Jordan, Malaysia, Paraguay, Peru, the Philippines, the Russian Federation, Sri Lanka, Thailand, Tunisia, Uruguay and Zimbabwe. Table of Contents Foreword Introduction Rising demand for education and teachers Resource levels for education and how money is spent What teacherss are asked and what they are offered Reader’s guide Definitions and methods Coverage of the data Calculation of international averages Chapter 1. Teachers today Introduction 1. Macro-economic conditions and resources for education Figure 1.1. Average annual change in GDP growth, 1990-1994 and 1994-1998 Figure 1.2. Government revenue as a percentage of GDP, 1990 and late 1980s Figure 1.3. GDP per capita, 1995, 1997 and 1999 Figure 1.4. GDP per capita and income disparity in the 1990s 2. Teachers and the funding and governance of education Availability of public resources Figure 1.5. Public expenditure on educational institutions as a percentage of GDP, 1998 Figure 1.6. Expenditure per student by educational level, 1998 Use of public resources Figure 1.7. Per pupil expenditure by level of education and GDP growth in Malaysia, 1996 and 1998 Figure 1.8. Expenditure per student as a percentage of GDP per capita, 1998 Figure 1.9. Capital and compensation-related expenditure as a proportion of total expenditure in primary and secondary levels, 1998 Governance of schools Figure 1.10. Compensation for teachers and other staff as a proportion of total current expenditure by level, 1998 Box 1.1. The effects on teachers of decentralising education systems Table 1.1. Shifts in levels of authority over educational decision-making, 1990s Table 1.2. Levels of authority over educational decision-making at ISCED 1/2, 1997 3. Teachers and the organisation of learning Growing levels of participation in education Figure 1.11. Expected years of schooling and GDP per capita, 1998 Figure 1.12. Expected years of schooling under current conditions, 1996 and 1998 Figure 1.13. Share of students in private educational institutions by level of education, 1998 Figure 1.14. Proportion of students repeating current grade by educational level, 1998 Figure 1.15. Upper secondary graduation rates by type of programme, 1998 Figure 1.16. Tertiary graduation rates by type of programme, 1998 Table 1.3. Prevalence of multiple-shift schooling, late 1990s Box 1.2. What happens in the classroom? Evidence from international assessments Figure 1.17. National achievement scores in mathematics and sciences, 1999 Figure 1.18. Shortages or inadequacies that affect schools’ capacity to provide science instruction Figure 1.19. Teachers’ confidence in their preparation to teach science and mathematics topics 4. Profiles of the teaching force Figure 1.20. Distribution of teaching staff by age and level of education, 1998 Figure 1.21. Proportion of women among teaching personnel and GDP per capita, 1998 Figure 1.22. Share of women among teaching personnel by level of education, 1998 Figure 1.23. Share of teachers with tertiary-level qualifications, 1998 Figure 1.24. Share of teachers with tertiary-level training by level in selected states of Brazil, 1998 References Chapter 2. Teachers tomorrow Introduction 1. Demand for teachers in the next decade The demand for teachers in the context of population and enrolment trends Figure 2.1. Estimated change in the demand for teachers due to changes in the population of primary-school age under different enrolment scenarios, 1998-2010 Figure 2.2. Estimated change in the demand for teachers due to changes in the population of secondary-school age under different enrolment scenarios, 1998-2010 Student-teacher ratios Box 2.1. Class sizes and student-teacher ratio Figure 2.3. Student-teacher ratio by level of education, 1999 Financial implications Figure 2.4. Change in expenditure on educational institutions due to in/decreases in the expected number of teachers at the primary and secondary levels of education, 1998-2010 Improving quality 2. The expectations placed on teachers Pre-service training requirements for new teachers Figure 2.5. Number of years of tertiary training required for prospective teachers by level of education, 2000 Figure 2.6. Percentage of the existing teaching force that does not meet current pre-service requirements for new teachers, 1999 Figure 2.7. Primary and secondary teachers to be employed by 2010 as a percentage of tertiary graduates, 1999 Box 2.2. The role of professional development for teachers Teachers’ workload Table 2.1. Structure and organisation of teachers’ working time in public institutions, 1998 Figure 2.8. Statutory number of teaching hours per year in public institutions, by level of education, 1999 Figure 2.9. Average class sizes for public primary and lower secondary education Figure 2.10. Class size and teaching hours, 1999 Teachers’ workload and national income Figure 2.11. Student-teacher ratios and GDP per capita, 1999 3. What is offered to teachers Teachers’ salaries Figure 2.12. Annual starting, mid-career and maximum statutory teachers’ salaries (including all possible bonuses) by level of education and years of service, 1999 (PPP dollars) Table 2.2. Criteria for salary increments (bonuses) for teachers in primary and secondary schools Box 2.3. Economic incentives to improve teaching Teachers’ salaries and national income per capita Figure 2.13. Statutory teacher salaries relative to GDP per capita by level of education, 1999 4. Policy choices Figure 2.14. Mid-career salaries for primary teachers (including all bonuses) relative to GDP per capita, 1999 Figure 2.15. Statutory salary costs per student, 1999 Table 2.3. Statutory salaries, teaching hours per year and class size Box 2.4. How to read Table 2.3 Figure 2.16. Contributions of various factors to in/decreasing statutory teachers’ salary cost per student relative to the WEI average, 1999 Table 2.4. Contributions of various factors to in/decreasing statutory teachers’ salary costs per student relative to the WEI average (after 15 years’ experience, in PPP dollars, 1999) Box 2.5. How to read Table 2.4 Conclusions References Chapter 3. Country profiles Argentina Brazil Chile China Egypt Indonesia Jordan Malaysia Paraguay Peru Philippines Russian Federation Thailand Tunisia Uruguay Zimbabwe Annexes Annex A1. General notes Coverage Reference periods Sources Annex A2. Definitions, methods and technical notes Class size Current and capital expenditure Decision-making in education Levels of decision-making Mode of decision-making Decision-making items Educational attainment Educational institution Educational personnel Expenditure on educational institutions Expenditure per student Full-time, part-time and full-time equivalent students Full-time, part-time and full-time equivalent teachers Gini Index Graduation rates Gross Domestic Product (GDP) Intended instruction time for students Labour force Net enrolment rate Entry rate New entrant Pre-service training requirements for new teachers in public institutions Private expenditure (Private sources of funds) Public expenditure (Public sources) Public and private educational institutions Purchasing power parity (PPP) Repeater School expectancy Statutory salary costs per student Student Student-teacher ratio Subjects of the intended curriculum Teacher Teacher salaries, statutory Teaching time, statutory Total public expenditure Typical ages Vocational and technical education General programmes Pre-vocational programmes Vocational programmes Annex A3. Cross-reference between data tables (Annex A4) and notes Annex A4. Data tables Table 1. GDP per capita, in equivalent US dollars converted using PPPs and other basic reference statistics (1998) Table 2. Income disparity: Gini indices Table 3. Relative size and expected changes of the school-age population (1999) Table 4. Expenditure on educational institutions as a percentage of GDP (1998) Table 5. Expenditure on educational institutions as a percentage of GDP (1998) Table 6. Public expenditure on education as a percentage of total public expenditure (1998) Table 7. Educational expenditure by resource category (1998) Table 8. Expenditure per student (1998) Table 9. Ratio of expenditure per student to GDP per capita (1998) Table 10. Public spending on public and private educational institutions (1998) Table 11. Change in expenditure on educational institutions due to in/decreases in the expected number of teachers at primary and secondary levels of education, 1998-2010 (1998 = 0) Table 12. School expectancy (1999) Table 13. Transition characteristics at ages 11 through 20 (1999) Table 14. Distribution of students in primary, secondary and tertiary education, by type of institution (1999) Table 15. Percentage of students repeating current grade (1999) Table 16. Gross entry rates to secondary education (1999) Table 17. Entry rates to tertiary education (1999) Table 18. Upper secondary graduation rates and enrolment patterns (1999) Table 19. Gross graduation rates in tertiary education (1999) Table 20. Net enrolment rates for primary and secondary education (1999) Table 21. Student-teacher ratio (1999) Table 22. Age distribution of teachers (1999) Table 23. Gender distribution of teachers (1999) Table 24. Percentage of women teaching staff by age group (1999) Table 25. Teachers’ salaries in primary education (1999) Table 25a. Teachers’ salaries in primary education including all additional bonuses (1999) Table 26. Teachers’ salaries in lower secondary education (1999) Table 26a. Teachers’ salaries in lower secondary education including all additional bonuses (1999) Table 27. Teachers’ salaries in upper secondary education (1999) Table 27a. Teachers’ salaries in upper secondary education including all additional bonuses (1999) Table 28. Intended instruction time (1999) Table 29. Distribution of instruction time by subject, ages 9-11 (1999) Table 30. Distribution of instruction time by subject, ages 12-14 (1999) Table 31. Educational personnel as a percentage of the labour force aged 25 to 64 (1999) Table 32. Distribution of teachers by teachers qualification (1999) Table 33. Statutory number of teaching hours per year (1999) Table 34. Pre-service training requirements for new teachers in public institutions by level of education (2000) Table 35. Contributions of various factors to change in statutory teachers’ salary costs at 15 years’ experience (US$ converted using PPPs) per student enrolled relative to the country average Table 36. Factors contributing to change in statutory teachers’ salary cost at 15 years’ experience in public institutions Table 37. Estimated change in the demand for teachers due to changes in the population of primary school-age under different enrolment scenarios (1998 with current conditions = 100) Annex A5. Annex A5a. International standard classification of education (ISCED) Annex A5b. Allocation of national education programmes according to ISCED Argentina Brazil Chile China Egypt India Indonesia Jordan Malaysia Paraguay Peru Philippines Russian Federation Sri Lanka Thailand Tunisia Uruguay Zimbabwe Acknowledgements