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Teachers and Educational Quality: Monitoring Global Needs for 2015

Teachers and Educational Quality: Monitoring Global Needs for 2015. Albert Motivans UNESCO Institute for Statistics Paris, 20 July 2006. UIS report on teachers. Rationale: Global progress towards UPE, but still slow Low quality of education and lack of demand are key issues

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Teachers and Educational Quality: Monitoring Global Needs for 2015

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  1. Teachers and Educational Quality:Monitoring Global Needs for 2015 Albert Motivans UNESCO Institute for Statistics Paris, 20 July 2006

  2. UIS report on teachers Rationale: • Global progress towards UPE, but still slow • Low quality of education and lack of demand are key issues • Investing in primary school teachers to improve quality and to ensure that children complete and attain basic skills Main issues: • How many teachers are needed to meet the UPE goals • Reaching sufficient quantity and quality of primary teachers • Policy trade-offs: managing the balance • Mobilise efforts to improve international data on teachers

  3. What factors and policies are related to teacher quantity and quality issues? Teacher quantity Teacher quality • Population growth • Increased participation • High teacher attrition • (conflict, HIV-AIDS) • Education system output • Labour market, perception • of teaching profession • Efficiency of teacher • deployment and pupil • progression • Efforts to improve • staff-student ratios • Teacher standards • Pre-service training • In-service training • Monitoring and support • Conditions of service

  4. Teacher stock needed to meet UPE 5-10% annually Outflow: teachers exit the profession Inflow: teachers enter the profession Measuring teacher stocks and flows Primary teachers (stock) 2005 Primary teachers (stock) 2006

  5. Lower secondary Primary Primary Primary teachers (stock) 2015 Lower secondary Upper secondary Upper secondary Tertiary Tertiary Model 1 Model 2 A measure of teaching capital: academic qualifications of teachers Primary teachers (stock) 2005 Lower secondary Upper secondary Tertiary

  6. Proportion of trained primary teachers in Sub-Saharan Africa, 2003

  7. Standards and the proportion (%)of teachers who meet them, 2003 Upper secondary Post-secondary Tertiary Lower secondary

  8. Sixth-grade teacher and pupil reading scores in Southern Africa, early 2000s Range in scores Source: SACMEQ

  9. Forecasting the required number of teachers to meet UPE by 2015 • Target: 1OO% net enrolment rate (or 110% gross enrolment ratio) to be reached by 2015 • Assumptions • Improve coverage (meet UPE) • Improve efficiency (reduce repetition) • Improve quality (maintain PTR levels)

  10. Globally, 18 million primary teachers needed to meet UPE by 2015 (medium scenario)

  11. Annual growth rates (%) in primary teachers required to meet UPE by 2015

  12. Primary teacher stock, qualifications (2003) and targets for 2015

  13. Typology of teacher stock and capital Raising quality of existing teaching force How to raise numbers and quality Selective systems Issues are more nuanced

  14. How can countries balance quantity targets and quality? • Improve the efficiency of system (allocation and deployment) • Explore the use of new training technologies • Accelerate teacher training programmes • Consider sustainable para-teacher schemes • Improve in-service training and support • Reduce attrition

  15. To access the report • For a pdf file of the report and access to data tables (in Excel), see the UIS website: www.uis.unesco.org/ publications/teachers2006 • For a printed copy, send request to: • publications@uis.unesco.org

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