Teacher Education and Development Study in Mathematics - IEA

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PART 2: AUSTRALIA 57 References Australian Bureau of Statistics. (1996). Census of population and housing, 1996. Retrieved May 24, 2009, from http://www.abs.gov.au/Census. Australian Bureau of Statistics. (2001). Census of population and housing, 2001. Retrieved May 24, 2009, from http://www.abs.gov.au/Census. Australian Bureau of Statistics. (2005). Schools, Australia, 2004 (Category number 4221.0., Table 64). Canberra, ACT: Author. Ballantyne, R., Bain, J. D., & Preston, B. (2003). Teacher education courses and completions: Initial teacher education courses and 1999, 2000, 2001 completions. Canberra, ACT: Department of Education, Science, and Training (DEST). Committee for the Review of Teaching and Teacher Education. (2003). Australia’s teachers, Australia’s future: Advancing innovation, science, technology and mathematics, background data, and analysis. Canberra, ACT: Department of Education, Science and Training (DEST). Leigh, A., & Ryan, C. (2006). How and why has teacher quality changed in Australia? Canberra, ACT: Centre for Economic Policy Research, the Australian National University. Ministerial Council on Employment, Education, Training, and Youth Affairs (MCEETYA)/ Teacher Quality and Educational Leadership Taskforce. (2003). Demand and supply of primary and secondary teachers in Australia. Canberra, ACT: Department of Education, Science, and Training. Webster, E., Wooden, M., & Marks, G. (2004). Reforming the labour market for Australian teachers. Melbourne, VIC: Melbourne Institute of Applied Economic and Social Research, University of Melbourne and Australian Council for Educational Research. Webster, E., Wooden, M., & Marks, G. (2005). Teaching and the teacher labour market: The case for reform. The Australian Economic Review, 38(1), pp. 91–98.
58 TEACHER PAY AND STUDENT MATHEMATICS ACHIEVEMENT Botswana 8 Composition of the teacher labor force In the early 2000s, Botswana had almost 13,000 primary school teachers (Figure 6) for about 330,000 primary school students, or a student–teacher ratio of 26:1. The number of primary teachers and the number of primary students barely changed from 1998 on. Primary teaching is largely a female profession; approximately 80% of the teaching workforce is female. Close to 95% of teachers are Batswana, but the proportion of non- Batswana has risen slowly, from four percent in 1995 to six percent in 2004. Although the proportion of “untrained” primary school teachers in Botswana fluctuates from year to year, the percentage in the early 2000s hovered around 10%. The number of secondary school teachers doubled in the 10 years following 1995 (Figure 6). The number of secondary school students increased by 50% in the same period, from 103,000 to almost 159,000. Thus, the student–teacher ratio declined substantially in secondary education, from more than 20:1 to 15:1. Another major change that occurred in the 10 years following 1995 was the proportion of teachers identifying as Batswana or non-Batswana: in 1995, more than 30% of secondary school were non-Batswana; by 2004, the proportion had dropped to 14%, suggesting that the main expansion of secondary education occurs in government and government-aided schools where the teaching force is primarily Batswana. Most of the expansion took place in grant-aided schools rather than in schools run directly by the government. Untrained teachers declined as a percentage of all secondary school teachers, from 15% in 1995 to 6% in 2004. Figure 6: Botswana, Number of Primary and Secondary Teachers, 1995 to 2004 14,000 12,000 Number of Teachers 10,000 8,000 6,000 4,000 2,000 0 1995 1996 1997 1998 Primary Total 1999 2000 2001 2002 2003 2004 Year Secondary Total Source: Central Statistics Bureau, Botswana. 8 Unless otherwise specified, data for Botswana were drawn from these websites: http://www.moe.gov.bw/tsm/about/structure.html; http://www.ei-ie.org/en/news/show.php?id=5&theme=rights&country=botswana; http://www.moe.gov.bw/information/index.html.
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