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

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.

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

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  1. Leaning from the International Experience Harvard Kennedy School, August 17-19 2011 Teacher Policy in East AsiaWith a Focus on High-Performing Countries Gwang-Jo Kim Director, UNESCO Bangkok Asia and Pacific Regional Bureau for Education

  2. Outline I. International Learning Assessment at a Glance II. An Overview of Teacher Policy in East Asia III. Issues/Challenges IV. Conclusions

  3. I. International Learning Assessment at a Glance

  4. TIMSS math score for 8th grade (2007) Korea USA Singapore Japan Note: The markers show the score of the indicated percentile Source: EFA Global Monitoring Report (2010)

  5. TIMSS science score for 8th grade (2007) Percentages of Students Reaching the TIMSS 2007 International Benchmarks of Science Achievement Singapore Japan Korea USA Percentage of students at or above Intermediate Benchmark Percentage of students at or above Advanced Benchmark Percentage of students at or above High Benchmark Percentage of students at or above Low Benchmark Source: TIMSS 2007 International Mathematics and Science Reports (2008)

  6. 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

  7. Performance in PISA 2009 • OECD average Science 501 Reading 493 Math 496

  8. Digital Reading in PISA 2009 Korea Japan Source: OECD (2011), PISA 2009 Results: Students On Line

  9. II. An Overview of Teacher Policy in East Asia

  10. “Ensuring that teachers are properly trained, resourced and supported is the single most important requirement for raising learning achievement” • (EFA Global Monitoring Report 2011)

  11. Teacher Education Program • Teaching in a school • High School or University 1. Pre-service Education and Recruitment • The case of Singapore • 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

  12. The case of Singapore • Teacher Education at NIE (National Institute of Education) • ProgramsDurationFor • Postgraduate Diploma 1 year Degree • in 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

  13. Teacher Training Program • Teaching in a school • High School The case of Korea Exam Exam (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 TEIs • 11 Public Education Universities and 1 Private University deliver pre-service 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

  14. Evolution of Pre-Service Education of Korea

  15. 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

  16. 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

  17. 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

  18. The case of Singapore (Career Path) • Education Service Professional Development And Career Plan (Edu-Pac) to provide attractive career development pathways Source: UNESCO BKK (2010), Regional Seminar on teacher Polices in Asia-Pacific

  19. Teacher (Grade II) Teacher (Grade I) The case of Korea (Career Path) Master Teacher Principal / Vice-principal • Instructional career: Teacher – Vice-principle – Principle • Administrative career: Teacher – School inspector – Superintendent Management Instruction • “Master Teacher” piloted(2008) and newly legalized (2011) • - Another career path as a professional in instruction • - Could reduce excess competition for promotion

  20. 3. Compensation and Workload Teachers’ salaries in lower secondary education, 2008 (OECD) Korea Japan Source: OECD (2010), Education at a Glance

  21. Lower secondary teachers’ salaries in equivalent USD converted using PPPs Korea Japan Malaysia Thailand Philippines Source: UNESCO BKK(2009), Teacher Numbers, Teacher Quality

  22. Annual teaching hours by education level (2008) Korea Japan USA Source: OECD (2010), Education at a Glance

  23. Class size in East & Southeast Asia Source: UIS (Singapore) (2010) *Data only available for public schools only, OECD(2010), Education at a Glance (2010); UIS (2008)

  24. Class size and GER Variation in Student-teacher ratioby Secondary Gross Enrollment Ratio in East Asia Korea Philippines Hong Kong Singapore % Source: UNESCO BKK(2009), Teacher Numbers, Teacher Quality

  25. 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

  26. 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

  27. The case of Korea • (Vice) Principals • Management Satisfaction Measurement (Parents and Students) • Teachers • Instruction/ Guidance Peer Evaluation (Teachers) • 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 • Professional Development • Paid leave for PD for the excellent • Mandatory mid/ long-term PD for the unqualified Peer Evaluation • Pay- for-Performance System • - Based on performance of individual and school level

  28. Perception of teachers of appraisal and feedback and its impact in their school (07-08) Sources :OECD (2010), TALIS

  29. 5. Teachers’ Organization

  30. III. Issues / Challenges

  31. 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

  32. 2. School Autonomy School autonomy factors (2007-2008) Sources :OECD (2010), Education at a Glance

  33. 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 asSchool Information Disclosure System and Evaluation of Local offices and Schools

  34. 3. High Stake Examinations & Shadow Education Sources :UNESCO Bangkok (2009), Asia-Pacific Secondary Education System Review Series: Examination System

  35. 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)

  36. Private tutoring in Asia The cost on shadow education in Korea (2009-2010) Unit: Million USD 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)

  37. IV. Conclusions

  38. 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

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