Transcript Leaning from the International Experience Harvard Kennedy School, August 17-19 2011 Teacher Policy in East Asia With a Focus on High-Performing Countries Gwang-Jo Kim Director,

Leaning from the International Experience
Harvard Kennedy School, August 17-19 2011
Teacher Policy in East Asia
With a Focus on High-Performing Countries
Gwang-Jo Kim
Director, UNESCO Bangkok
Asia and Pacific Regional Bureau for Education
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
TIMSS math score for 8th grade (2007)
Korea
USA
Japan
Singapore
Note: The markers show the score of the indicated percentile
Source: EFA Global Monitoring Report (2010)
TIMSS science score for 8th grade (2007)
Singapore
Japan
Korea
USA
Percentages of Students Reaching
the TIMSS 2007 International
Benchmarks of Science
Achievement
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
Source: TIMSS 2007 International Mathematics
and Science Reports (2008)
Percentage of low performance students
in science literacy
At or below
Level 1
USA
Level 2 to 4
At or above
Level 5
Japan
Korea
Source : OECD, PISA 2006
Performance in PISA 2009
OECD average
Science 501
Reading 493
Math 496
Digital Reading in PISA 2009
Korea
Japan
Source: OECD (2011), PISA 2009 Results: Students On Line
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)
1. Pre-service Education and Recruitment
 The case of Singapore
High School
or University
Teacher
Education
Program
Teaching in a
school
• 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
The case of Singapore
• Teacher Education at NIE (National Institute of Education)
Programs
Duration
For
Postgraduate Diploma
in Education (PGDE)
1 year
Degree
holders
Degree
(BA/BSc Education)*
4 years
Polytechnic Diploma
& ‘A’ level
Diploma in Education
(DipEd)
2 years
Polytechnic Diploma
& ‘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 Korea
High School
Exam
Teacher
Training
Program
(Primary School teachers)
Should be in the top 5% of their
academic cohort
Exam
Teaching in a
school
(Secondary School teachers)
Over-supply and severe
competition to be a teacher
 Primary School Teachers: Closed/special purpose TEIs
11 Public Education Universities and 1 Private University deliver preservice training programmes
Students 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
Evolution of Pre-Service Education of Korea
1950s
Main Institute
Teacher School
*Temporary
training center
Entrance
Requirements
Middle School
Graduates
*Non-qualified
acting teachers
Training Duration
Qualification
Upon graduation
3yrs
*3 months
PST Certificate
* Associate PST
Certificate
1960s
1970s
Education College
** Temporary
Training courses
1980s~
Upgrade to
Education
University
(1981-4)
High School Graduates
High School
Graduates
**College
graduates
2yrs
4yrs
**18 weeks
PST Certificate
** Associate PST
Certificate
PST Certificate
Percent of School Teachers,
by Highest Degree Earned, and by Teaching Certificate, by System
Source: CPRE(2007), A Comparative Study of Teacher Preparation and Qualifications in Six Nations
2. Professional Development and Support
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
The case of Japan
 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)
 Renewal of teaching license
• 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.
Source: UNESCO BKK (2010), Regional Seminar on teacher Polices in Asia-Pacific
The case of Singapore (Career Path)
• Education Service Professional Development And Career Plan (EduPac) to provide attractive career development pathways
Source: UNESCO BKK (2010), Regional Seminar on teacher Polices in Asia-Pacific
The case of Korea (Career Path)
• Instructional career: Teacher – Vice-principle – Principle
• Administrative career: Teacher – School inspector –
Superintendent
Principal
/ ViceManagement
principal
Teacher
Teacher
(Grade II)
(Grade I)
Master
Teacher
Instruction
• “Master Teacher” piloted(2008) and newly legalized (2011)
- Another career path as a professional in instruction
- Could reduce excess competition for promotion
3. Compensation and Workload
Teachers’ salaries in lower secondary education, 2008 (OECD)
Korea
Japan
Source: OECD (2010), Education at a Glance
Lower secondary teachers’ salaries
in equivalent USD converted using PPPs
90,000
Cambodia 2003
75,000
Indonesia 2006
Korea
60,000
Japan 2006
45,000
Korea 2006
Japan
Lao PDR 2002
Malaysia 2006
30,000
Malaysia
15,000
Thailand
Philippines 2006
Thailand 2006
Philippines
0
Starting salary
Salary after 15 years of
experience
Salary at top of scale
Source: UNESCO BKK(2009), Teacher Numbers, Teacher
Quality
Annual teaching hours by education level (2008)
Korea
USA
Number of weeks
of instruction
Number of days
of instruction
Net teaching time
(in hours)
Japan
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
Source: OECD (2010), Education at a Glance
Class size in East & Southeast Asia
Primary
China
Indonesia
Japan
Korea
Philippines
Singapore
Thailand
Malaysia
OECD
Lower Secondary
37
27
28
30
38
34
21
36
22
55
36
33
35
52
37
34
34.2*
24
Source: UIS (Singapore) (2010) *Data only available for public schools only, OECD(2010), Education at a
Glance (2010); UIS (2008)
Class size and GER
Variation in Student-teacher ratio
by Secondary Gross Enrollment Ratio in East Asia
50
40
Secondary STR
China
Korea
HongKong
Indonesia
Philippines
Hong Kong
30
Japan
Korea
Malaysia
20
Philippines
Singapore
Singapore
10
T aiwan
T hailand
0
20
30
40
50
60
70
80
90
Secondary GER
%
Source: UNESCO BKK(2009), Teacher Numbers, Teacher Quality
100
4. Performance Evaluation in Singapore
 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
Multiple Inputs
-Self, Reporting Officer,
-Countersigning officer
Minstry/School/
Department Work-plan
Informal Guidance
and Coaching
Affecting annual
performance bonus
During evaluation phase
decision re promotion made
 Source: Christine Kim-Eng Lee (2010), Singapore MoE
The case of Japan
• 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 Korea
• 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
Peer Evaluation
(Teachers)
Satisfaction
Measurement
(Parents and
Students)
Teachers
Instruction/ Guidance
(Vice) Principals
Management
Professional
Development
-Paid leave for PD for
the excellent
-Mandatory mid/ longterm PD for the
unqualified
Peer
•Evaluation
Pay- for-Performance System
- Based on performance of individual and school level
Perception of teachers of appraisal and feedback
and its impact in their school (07-08)
Sources :OECD (2010), TALIS
5. Teachers’ Organization
Country
Korea
Japan
Hong Kong
Right to organize
(Independent
Organization)
Collective
Bargaining
Collective Action
Yes
Yes
Yes
Yes (partially)
Yes (partially)
Yes
No
No
Yes
Union/Association
KTEWU (The Korean
JTU (Japan Teachers
HKPTU (Hong Kong
Teachers & Education
Workers’ Union)
KFTA (Korean
Federation of Teachers
Association)
Union) and others
Professional
Teachers‘ Union)
III. Issues / Challenges
1. Motivation of teachers
Country means of teacher self-efficacy and job satisfaction (2007-08)
Job Satisfaction
Self-efficacy: Standard factors scores
Sources: OECD (2010), Education at a Glance
2. School Autonomy
School autonomy factors (2007-2008)
Sources :OECD (2010), Education at a Glance
The case of Korea
 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
3. High Stake Examinations & Shadow Education
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
•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
Singapore •Primary School Leaving
Examination (PSLE)
•General Certificate of
Education ‘N’ and ‘O’ Level
Examination
•General Certificate of
Education A Level
Examination
Sources :UNESCO Bangkok (2009), Asia-Pacific Secondary Education System Review Series: Examination System
More Countries Undertaking National Learning Assessments
• At least 25 countries in AP region have undertaken some
forms of National Learning Assessments% of countries
Source: Compiled by UNESCO BKK based on Benavot and Tanner (2007)
Private tutoring in Asia
The cost on shadow education in Korea (2009-2010)
Unit: Million USD
4,714
Upper-secondary
Sources :Yonhap News (2011)
4,719
5,556
Lower-secondary
5,764
8,931
Primary
2010
2009 0
9,412
2,000
4,000
6,000
8,000
10,000
 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)
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