UIS relevant work on teacher’s motivation

Said Ould VoffalUNESCO Institute for Statistics (UIS)9th International Policy Dialogue ForumSiem Reap, Cambodia, 3-7 December 2016

Projection of Teacher demand

0

5000000

10000000

15000000

20000000

25000000

30000000

35000000

40000000

45000000

7

1521

3

3

3

9

19

2713

15

17

10

22

18

34

24

44

Replacement for attrition (primary education)Staffing new classrooms (primary education)Replacement for attrition (secondary education)Staffing new classrooms (secondary education)Total

By 2020 By 2025 By 2030

Sub-Saharan Africa and Southern Asia account for 76% (14.6 M) of new teachers needed

0

1,000,000

2,000,000

3,000,000

4,000,000

5,000,000

6,000,000

7,000,000

8,000,000

9,000,000

10,000,000

4,915,277 4,967,984 4,907,987

535,332.0 791,730.2 506,003.7

2,389,9933,277,107 4,051,189

2 1,915,714 2,403,071

5,154,962

6,139,683

7,082,5045,146,678

2,925,325

6,559,624

5,224,522

4,068,837

8,045,397

5,144,9514,557,193

9,485,575Southern Asia (primary) Other developing regions (primary) Sub-Saharan Africa (primary)Southern Asia (secondary) Other developing regions (secondary) Sub-Saharan Africa (secondary)Total

By 2020

By 2025 By 2030

0.3 0.20.2

Teachers in the global SDG indicator framework

Target/means of implementation Global indicators

SDG 4.c target’ indicatorsMeasure 4 concepts:• Teacher academic qualifications• Teacher training• Teacher motivation• Teacher support along their career

SDG Indicator on trained teachers

Source: Education 2030 Framework for Action

• 4.c.1 Percentage of teachers in: (a) pre-primary; (b) primary; (c) lower secondary; and (d) upper secondary education who have received at least the minimum organized teacher (e.g. pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country

• 4.c.2 Pupil-trained teacher ratio by education level

Minimum training requirements can vary widely from one country to the next. Further work would be required if a common standard for teacher training is to be applied across countries.

SDG Indicators on qualified teachers

Source: Education 2030 Framework for Action

• 4.c. 3 Percentage of teachers qualified according to national standards by education level and type of institution

• 4.c.4 Pupil/qualified teacher ratio by education level

It is important to note that national academic qualification requirements can vary from one country to the next.

Further work would be required if a common standard for academic qualifications is to be applied across countries

SDG Indicators on teacher motivation• 4.c.5 Average teacher salary relative to other professions requiring a comparable level of qualification

• 4.c.6 Teacher attrition rate by education levelThis indicator does not provide information about the reasons why

teachers leave the profession. Analysis of factors leading to teacher attrition usually requires detailed data collection (e.g. survey of teachers who have left the profession, annual school censuses) which may be challenging due to low response rates or large numbers of teachers leaving the profession for unknown reasons.

SDG Indicators on teacher support• 4.c.7 Percentage of teachers who received in-service training in the last 12 months by type of training

Rate of data availability at national level by indicator (based on a UIS survey)

4.c.3- Percentage of qualified teachers

4.c.2- Pupil-trained teacher ratio

4.c.4- Pupil-qualified teacher ratio

4.c.1- Percentage of trained teachers

4.c.7- Teachers' training in the last 12 months

4.c.6- Teachers' attrition rate

4.c.5- Teacher salary relative to other professions

94

89

85

76

53

51

41 Global indicatorThematic indicator

1. Two teachers-specific surveys launched in 2015:• Global module on teachers collectin additional data on teacher’s

characteristics and working conditions• Asia regional module on teachers recruitement and deployment at

sub-national level-to measure issues related to equity

• Data and indicators from these modules are currently published on UIS website2. Since 2008, projection of teacher’s demand3. UIS analytical reports on teachers (www.uis.unesco.org)

UIS work and products related to teacher motivation

Challenges in production and use of data on teachers at the national level

• Reliability and accuracy of teacher counts across education levels, especially disaggregating lower and upper secondary

• Coverage by types of institutions can be problematic – missing teachers working in private and non-formal providers

• Indicators on training and qualifications often not comparable across or within countries due to different standards

• Missing data on types of education expenditure related to teachers

• Teacher-related data remain under-exploited though available (e.g., individual characteristics, etc.)

Next steps• UIS to align its data collection on the need for SDG monitoring-starting from 2017• UIS with the Technical Cooperation Group to further develop the indicators-especially the

ones on teacher’s motivation and support.• Developing the right methodologies

• Construct taxonomies of qualifications and training• Measurement tools, metric, background data collection instruments

• Assessing national capacity needs• Map national technical expertise for the collection and use of data

• Mobilising partners and stakeholders• Advocate for improved data• Share good practices in measurement

• Ensuring impact on policy – data that make a difference