Teacher Policy in East Asia With a Focus on High-Performing Countries

Teacher Policy in East AsiaWith a Focus on High-Performing Countries

Gwang-Jo KimDirector, UNESCO Bangkok

Asia and Pacific Regional Bureau for Education

Leaning from the International Experience Harvard Kennedy School, August 17-19 2011

Outline

I. International Learning Assessment at a Glance

II. An Overview of Teacher Policy in East Asia

III. Issues/Challenges

IV. Conclusions

I. International Learning Assessment

at a Glance

Note: The markers show the score of the indicated percentile

Source: EFA Global Monitoring Report (2010)

Korea

Japan USA

Singapore

TIMSS math score for 8th grade (2007)

Percentages of Students Reaching the TIMSS 2007 International Benchmarks of Science Achievement

Source: TIMSS 2007 International Mathematics and Science Reports (2008)

Percentage of students at or above Advanced Benchmark

Percentage of students at or above High Benchmark

Percentage of students at or above Intermediate Benchmark

Percentage of students at or above Low Benchmark

Korea

SingaporeJapan

USA

TIMSS science score for 8th grade (2007)

Source : OECD, PISA 2006

At or below Level 1

Level 2 to 4

At or above Level 5Korea

USA

Japan

Percentage of low performance students in science literacy

OECD averageScience 501Reading 493Math 496

Performance in PISA 2009

Source: OECD (2011), PISA 2009 Results: Students On Line

Korea Japan

Digital Reading in PISA 2009

II. An Overview of Teacher Policy in East Asia

“Ensuring that teachers are properly trained, resourced and supported is the single most important requirement for

raising learning achievement”

(EFA Global Monitoring Report 2011)

• Highly selective system: 20% of applicants• Recruitment into teaching - Limiting places in the training program to those who are selected

Spend more money on teacher training (per student) - Almost all students who enroll in the teacher ED become teachers - Student teachers paid salary during in-service training in NIE

Source: UNESCO BKK (2010) , Regional Seminar on teacher Polices in Asia-Pacific

Teacher Edu-cation

ProgramTeaching in a

school High School or University

The case of Singapore

1. Pre-service Education and Recruitment

• Teacher Education at NIE (National Institute of Education)

Programs Duration For

Postgraduate Diploma 1 year Degreein Education (PGDE) holders

Degree 4 years Polytechnic Diploma(BA/BSc Education)* & ‘A’ level

Diploma in Education 2 years Polytechnic Diploma(DipEd) & ‘A’ level

* Bachelor of Arts (Education)/Bachelor of Science (Education) to be discontinued from 2015

Source: UNESCO BKK (2010) , Regional Seminar on teacher Polices in Asia-Pacific

The case of Singapore

Teacher Train-ing

ProgramTeaching in a

school High School

(Primary School teachers)Should be in the top 5% of their

academic cohort

(Secondary School teachers)Over-supply and severe

competition to be a teacher

Primary School Teachers: Closed/special purpose TEIs11 Public Education Universities and 1 Private University deliver pre-

service training programmesStudents quota are controlled by MoE

Secondary School Teachers: An open, flexible system Various routes; Education colleges of universities, Ed faculties of

universities, Graduate school of education confer teaching certificates

ExamExam

The case of Korea

1950s 1960s 1970s 1980s~

Main InstituteTeacher School

*Temporary training center

Education College Upgrade to Education University(1981-4)** Temporary

Training courses

Entrance Requirements

Middle School Graduates

*Non-qualified acting teachers

High School GraduatesHigh School Graduates**College

graduates

Training Duration 3yrs*3 months

2yrs4yrs

**18 weeks

QualificationUpon graduation

PST Certificate* Associate PST

Certificate

PST CertificatePST Certificate** Associate PST

Certificate

Evolution of Pre-Service Education of Korea

Source: CPRE(2007), A Comparative Study of Teacher Preparation and Qualifications in Six Nations

Percent of School Teachers, by Highest Degree Earned, and by Teaching Certificate, by System

Comparison of the level and intensity of participation in professional development

Average days of professional development undertaken

Percentage of teachers undertaking professional development

Source: OECD (2010), Teaching and Learning International Survey

2. Professional Development and Support

Strengthening In-service training• For beginning teachers, induction training (during the first

year, 60 days at school and 30 days outside of the school) became mandatory (1988)

• For teachers with 10 years service, 10th year training (40 days) became mandatory (2003)

• All teacher licenses became effective for 10 years (2009)• To renew the licenses, teachers are required to take courses

(30 hrs) at the universities or receive in-service training organized by the boards of education.

Renewal of teaching license

Source: UNESCO BKK (2010), Regional Seminar on teacher Polices in Asia-Pacific

The case of Japan

Source: UNESCO BKK (2010), Regional Seminar on teacher Polices in Asia-Pacific

• Education Service Professional Development And Career Plan (Edu-Pac) to provide attractive career development pathways

The case of Singapore (Career Path)

• Instructional career: Teacher – Vice-principle – Principle• Administrative career: Teacher – School inspector –

Superintendent

• “Master Teacher” piloted(2008) and newly legalized (2011) - Another career path as a professional in instruction - Could reduce excess competition for promotion

Teacher (Grade II)

Teacher (Grade I)

Master Teacher

Principal / Vice-

principalManagement

Instruction

The case of Korea (Career Path)

Teachers’ salaries in lower secondary education, 2008 (OECD)

Source: OECD (2010), Education at a Glance

Korea Japan

3. Compensation and Workload

0

15,000

30,000

45,000

60,000

75,000

90,000

Starting salary Salary after 15 years ofexperience

Salary at top of scale

Cambodia 2003

Indonesia 2006

Japan 2006

Korea 2006

Lao PDR 2002

Malaysia 2006

Philippines 2006

Thailand 2006

Korea

Japan

Malaysia

Source: UNESCO BKK(2009), Teacher Numbers, Teacher Quality

Philippines

Thailand

Lower secondary teachers’ salaries in equivalent USD converted using PPPs

Source: OECD (2010), Education at a Glance

Number of weeksof instruction

Number of daysof instruction

Net teaching time(in hours)

Total statutory working time

(in hours)

Pri Mid High Pri Mid High Pri Mid High Pri Mid High

Korea 37 37 37 204 204 204 755 545 480 1554 1554 1554

OECD average 38 38 38 187 186 184 798 709 653 1662 1652 1656

Korea JapanUSA

Annual teaching hours by education level (2008)

Source: UIS (Singapore) (2010) *Data only available for public schools only, OECD(2010), Education at a Glance (2010); UIS (2008)

Primary Lower Secondary

China 37 55Indonesia 27 36Japan 28 33Korea 30 35Philippines 38 52Singapore 34 37Thailand 21 34Malaysia 36 34.2*OECD 22 24

Class size in East & Southeast Asia

0

10

20

30

40

50

20 30 40 50 60 70 80 90 100

Secondary GER

Seco

ndar

y ST

R

China

HongKong

Indonesia

Japan

Korea

Malaysia

Philippines

Singapore

Taiwan

Thailand

%

Variation in Student-teacher ratioby Secondary Gross Enrollment Ratio in East Asia

Source: UNESCO BKK(2009), Teacher Numbers, Teacher Quality

Korea

PhilippinesHong Kong

Singapore

Class size and GER

EPMS: Enhanced Performance Management System

• Competency-based and defines the knowledge, skills and professional characteristics appropriate for each track • Key Result Area for the Teaching Track are: - Holistic development of students, Contribution to the school, - Collaboration with parents and Professional Development

Planning

CoachingEvaluation

Minstry/School/Department Work-plan

Informal Guidanceand Coaching

Multiple Inputs - Self, Reporting Officer, - Countersigning officer

Affecting annual performance bonus

During evaluation phase decision re promotion made

Source: Christine Kim-Eng Lee (2010), Singapore MoE

4. Performance Evaluation in Singapore

• Most of the boards of education have established teacher evaluation system

• In 2006, 450 teachers were evaluated to be incompetent and sent for training.

• Award system for excellent teachers was introduced in many provinces

Source: UNESCO BKK (2010), Regional Seminar on teacher Polices in Asia-Pacific

The case of Japan

Peer Eval-uation

Peer Evaluation (Teachers)

SatisfactionMeasurement (Parents and

Students)

TeachersInstruction/ Guidance

(Vice) Principals Management

Professional Development

- Paid leave for PD for the excellent

- Mandatory mid/ long-term PD for the unqualified

• Monitoring & Evaluation to determine the needs for promotion and training (by inspectors and principals)

• Newly adopted Teacher Evaluation system - Focus on professional capacity of teachers

• Pay- for-Performance System - Based on performance of individual and school level

The case of Korea

Sources :OECD (2010), TALIS

Perception of teachers of appraisal and feedback and its impact in their school (07-08)

Country Korea Japan Hong Kong

Right to organize (Independent Organization)

Yes Yes Yes

Collective Bargaining

Yes (partially) Yes (partially) Yes

Collective Action No No Yes

Union/Association KTEWU (The Korean Teachers & Education Workers’ Union)KFTA (Korean Federation of Teachers Association)

JTU (Japan Teachers Union) and others

HKPTU (Hong Kong Professional Teachers‘ Union)

5. Teachers’ Organization

III. Issues / Challenges

Country means of teacher self-efficacy and job satisfaction (2007-08)

1. Motivation of teachers

Sources: OECD (2010), Education at a Glance

Job Satisfaction

Self-efficacy: Standard factors scores

School autonomy factors (2007-2008)

Sources :OECD (2010), Education at a Glance

2. School Autonomy

Autonomy and accountability for Schools• Since 1995 (5.31 Education Reform), the government has moved

towards increased school autonomy: delegation of education authority from central to local, and then to schools

Expansion of “Autonomous Schools” that operate with increased administrative autonomy

Increased autonomy in school curriculum and personnel management - All school principals can now recruit up to 20% of the teaching force

• This move has been accompanied by accountable measures such as School Information Disclosure System and Evaluation of Local offices and Schools

The case of Korea

Country Examination Candidate & Purpose Examining Body

China •National Higher Education Entrance Examination

•End of Year 12 (Entry to higher education)

•Ministry of Education

Japan •National Center Test for University Admission

•End of Year 12 (Entry to higher education)

•National Center for University Entrance Examination

Korea •College Scholastic Assessment Examination (NCAE)

•End of Year 12 (Entry to higher education)

•Korea Institute for Curriculum and Evaluation

Singapore •Primary School Leaving Examination (PSLE)•General Certificate of Education ‘N’ and ‘O’ Level Examination•General Certificate of Education A Level Examination

•End of Year 6 (Completion of primary and entry to secondary education)•End of Year 10 (entry to secondary education)•End of Grade 12 (Completion of secondary and entry to higher education)

•Singapore Examinations and Assessment Board

Sources :UNESCO Bangkok (2009), Asia-Pacific Secondary Education System Review Series: Examination System

3. High Stake Examinations & Shadow Education

• At least 25 countries in AP region have undertaken some

forms of National Learning Assessments

Source: Compiled by UNESCO BKK based on Benavot and Tanner (2007)

% of countries

More Countries Undertaking National Learning Assessments

Primary

Lower-secondary

Upper-secondary

01,000

2,0003,000

4,0005,000

6,0007,000

8,0009,000

10,000

9,412

5,764

4,719

8,931

5,556

4,714

2010 2009

Unit: Million USD

The cost on shadow education in Korea (2009-2010)

Sources :Yonhap News (2011)

Participant rate of private tutoring in Asia Korea: 75.1% (From primary to upper-secondary, 2009, NSO)Japan: 75.7% (Secondary, 2003, MEXT) Hong Kong: 72%(lower), 82%(middle), 85(senior secondary level, Bray, 2010)Taiwan: 81.2% (Secondary, 1998, Tseng)Vietnam: 76.7% (Upper-secondary, 2007, Dang)

Sources: Compiled by MEST, Korea (2010)

Private tutoring in Asia

IV. Conclusions

• Importance of quality teaching forces • Strong labor market incentives to attract and

retain good teachers• Possible policy choices: teacher salary vs class

size • Down-side of international/national high-stake

(standardized) assessments focusing on cognitive skills