1 improving teacher supply and effectiveness meeting of oecd education ministers raising the quality...
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Improving Teacher Supply and Effectiveness
Meeting of OECD Education Ministers
Raising the Quality of Learning for All
Dublin, 18-19 March 2004
Phillip McKenzie and Paulo Santiago
Directorate for Education
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Why are teachers a focus?Why are teachers a focus?
Research shows that teaching quality is a key influence on student learning
Teachers are the largest item in school budgets:
-- The teaching workforce is large (2.5% of total labour force)
-- Teachers’ compensation averages 63% of spending on schools
Efforts to improve schools will fail if there are serious shortfalls in teacher supply and quality
Teachers’ roles are changing
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Principals are concernedIn half the OECD countries the majority of 15 year-olds are enrolled in schools where principals report learning is hindered by a teacher shortage/inadequacy
% of 15-year-old students enrolled in schools where principals report learning is hindered ‘to some extent’ or ‘a lot’ by a shortage/inadequacy of teachers:
0
5
10
15
20
25
30
35
Language of instruction Mathematics Science
Source: OECD PISA Database, 2001.
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Concerns about hiring teachersConcerns about hiring teachersThere are major difficulties in hiring qualified teachers in key subjects
0
10
20
30
40
50
Cross-country mean % of upper secondary students attending schools where the principal reported that hiring fully qualified teachers is difficult, 2001
Source: OECD International Survey of Upper Secondary Schools (ISUSS) database, 2003.
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Teacher workforce is ageingTeacher workforce is ageingIn some countries a large % of teachers will retire within the next
decade
0
10
20
30
40
50
60
1992
1996
2000
% of teachers aged 50 years and over, lower secondary education
Source: OECD Education database.
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Teachers’ relative salaries are fallingTeachers’ relative salaries are fallingTeachers’ relative salaries are declining in most countries
0
0.5
1
1.5
2
2.5
3
Aus
tria
Bel
gium
(Fl
.)
Bel
gium
(Fr
.)
Den
mar
k
Fin
land
Fra
nce
Ger
man
y
Gre
ece
I rel
and
I tal
y
Net
herl
ands
New
Zea
land
Nor
way
Port
ugal
Spa
in
Sw
eden
Sw
itze
rlan
d
Tur
key
Uni
ted
Sta
tes
1994 2001
Source: OECD Education at a Glance 2001 and 2003.
Ratio of salary after 15 years of experience to GDP per capita, public institutions, lower secondary education, 1994 and 2001
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Teacher quantity and quality are linkedTeacher quantity and quality are linkedQuantitative shortfalls raise quality concerns
0102030405060708090
100
Sw
eden
Fin
land
Sw
itze
rlan
d
Nor
way
Bel
gium
(Fl.)
Den
mar
k
Port
ugal
Hun
gary
Irel
and
Mex
ico
Kor
ea
Spa
in
Net
herl
ands
Hire a fully qualifi ed teacher Hire a teacher with less than a full qualifi cation
Add sections (courses) to other teachers' normal teaching hours Expand the size of some of the classes
Cancel a planned course
% of upper secondary students attending schools that use the following methods to respond to teacher vacancies, as reported by school principals
Source: OECD International Survey of Upper Secondary Schools (ISUSS) database, 2003.
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Improving teacher supply - ResponsesImproving teacher supply - Responses
Improving the image and status of teachers
Making incentives more differentiated and flexible
Improving non-salary conditions in teaching
Improving geographical mobility
Making teacher education programmes more flexible
Developing targeted policies rather than “one size fits all” policies
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Improving teacher supply - ResponsesImproving teacher supply - Responses
Greater school involvement in teacher recruitment and selection
Broadening the criteria for teacher selection
Changing the nature of appointments
More flexible responses to short-term staffing needs
Expanding the supply pool of teachers / Creating alternative pathways into teaching
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Improving teacher effectiveness - Improving teacher effectiveness - ConcernsConcerns
Teachers face new demands to improve their skills-- more diverse student populations-- new curricula and broadened expectations
-- teacher education programmes are low quality and lack relevance to school needs
-- instruments to reward the work of teachers are limited
-- there are limited opportunities for career growth
-- teacher mobility is limited
-- attrition rates are high for some types of teachers
But concerns that:
And...
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Improving teacher effectiveness - Improving teacher effectiveness - ConcernsConcerns
Some countries face considerable difficulties in motivating teachers% of 15-year-old students enrolled in schools where principals ‘strongly disagree’
or ‘disagree’ with the following statements:
0
10
20
30
40
50
60
70
The morale of teachers in this school is high Teachers work with enthusiasm
Source: OECD PISA Database, 2001.
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Improving teacher effectiveness - Improving teacher effectiveness - ConcernsConcerns
Large differences in teachers’ participation in professional development
% of teachers who attended a prof. development programme in previous 3 months
0
10
20
30
40
50
60
70
New Zealand
Mexico
Austra
lia
United Kingdom
Sweden
United Sta
tes
Canada
Switzerland
Denm
ark
Italy
Norw
ay
Spain
Irela
nd
Icela
nd
Austria
Luxembourg
Fin
land
Poland
Hungary
Czech Republic
France
Belg
ium (Fl.)
Japan
Portugal
Germ
any
Kore
a
Greece
The Neth
erlands
Source: OECD PISA Database, 2001.
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Improving teacher effectiveness - Improving teacher effectiveness - ResponsesResponses
-- school leaders support teacher development and link it to meeting school needs
-- teaching becomes more “knowledge rich”
Teacher effectiveness and retention will improve if:
-- school systems provide incentives for teachers to continue improving
Teaching needs to be seen in a lifelong learning framework
-- recognition and rewards for effective teaching is improved
-- greater career diversity is created
-- workload and stress are reduced
-- flexible working hours and conditions are offered
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Further informationFurther information
Documents and updates are available from:
www.oecd.org/edu/teacherpolicy