UNICEF Mongolia - Teachers College Columbia University

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CHAPTER 2: THE TEACHING WORKFORCE 1 2 3 4 • Hiring correspondence students with incomplete higher educaon who work part-me as teachers • Re-hiring rered teachers • Redistribung teaching hours: assigning addional teaching hours to teachers in subjects for which they have no training or license • Hiring professionals without a teacher educaon degree (“unqualified teachers”) • Accumulang teaching hours: assigning excessive teaching loads to teachers – 27-35 hours/ week • Aracng qualified teachers who have another main source of income (farming, trade, private sector, etc.) to work for a few hours at school (“part-me teachers”) 5 6 This study examined whether latent teacher shortage—in the form of hiring substute teachers—also occurs in Mongolia. The findings will be presented in Chapter 6 of this report. 2.6. SUMMARY AND RECOMMENDATIONS The most important findings of this chapter are summarized in the following: TEACHERS IN MONGOLIA: AN EMPIRICAL STUDY ON RECRUITMENT INTO TEACHING, PROFESSIONAL DEVELOPMENT, AND RETENTION OF TEACHERS 40 (1) Composion of school staff: Close to one-third of the school staff is either working in school administraon or acts as support staff. School-based management and per capita financing was introduced in 1998. This explains why every school has a management team that consists of at least five members, regardless of school size: a principal, an educaon manager, a social worker, an accountant, and an inventory clerk and dormitory administrator. Despite external pressure to reduce non-educaonal staff over the past ten years, the two-to-one rao of staff to noneducaonal staff has remained remarkably constant. (2) Gender: Almost 96 percent of the teaching workforce is female, with a slightly higher proporon of male teachers working at lower and upper secondary school and a much higher representaon of men in school administraon. (3) Teaching experience and age: The teaching workforce is remarkably young, as 30.6 percent of all teachers have worked in schools for five years or less. (4) Qualificaons: According to stascal informaon from MECS, only 0.7 percent of teachers are currently unqualified. The proporon of unqualified teachers has diminished visibly over the past fieen years. In 1996/97, the rao of unqualified teachers was 12.1 percent of the teaching workforce. A closer examinaon, however, reveals a quadrupled expansion of higher educaon in the period 1996/97 to 2010/2011. Thus, the eradicaon of the category “unqualified teachers” does not necessarily imply that the quality of teachers has improved to the same extent as the increase in number of degree holders. A significant number of the small, private teacher educaon instuons are merely degree mills, while licensing programs do exist but do not necessarily help to improve the quality of teaching. (5) Rank and promoon: Approximately half of the teachers are currently in the lowest rank as regular teachers; this reflects to some extent the young age of the teaching workforce in
CHAPTER 2: THE TEACHING WORKFORCE Mongolia. Nevertheless, it has become increasingly difficult to become promoted to a higher rank over the past few years, especially to the rank of lead teacher and advisor teacher. (6) Subject specializaons: There are at least 29 registraon codes for subject specializaons. This large variety of subject specializaons reflects the change in pre-service teacher educaon curriculum. The educaon sector now employs teachers who are licensed in two subjects such as chemistry and biology, as well as single subject teachers (e.g., chemistry teachers, biology teachers). (7) Teacher availability and shortage: Teacher availability is 99.6 percent, that is, teacher shortage is only 0.4 percent. Stascally, teacher shortage is virtually non-existent in Mongolia. However, it is important to understand a compellingly simple yet understudied phenomenon of teacher shortage: the stascally reported figure for teacher shortage reflects the number of posions that a school was not able to fill by the beginning of the school year despite a series of coping mechanisms such as re-hiring rered teachers, asking teachers to take on addional hours, and/ or hiring part-me teachers or correspondence students. Chapter 6 will examine whether or not this type of latent or hidden teacher shortage does indeed exist in Mongolia. 1 2 3 4 5 6 TEACHERS IN MONGOLIA: AN EMPIRICAL STUDY ON RECRUITMENT INTO TEACHING, PROFESSIONAL DEVELOPMENT, AND RETENTION OF TEACHERS 41
Page 1 and 2: MINISTRY OF EDUCATION, AND SCIENCE
Page 3 and 4: ACKNOWLEDGEMENTS The current trend
Page 5 and 6: TABLE OF CONTENTS List of Tables an
Page 7 and 8: TABLES, FIGURES, AND APPENDICES Tab
Page 9 and 10: EXECUTIVE SUMMARY This study examin
Page 11 and 12: have a large number of teachers who
Page 13 and 14: From the perspecve of educaon manag
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CHAPTER 6: TEACHER EFFECTIVENESS Th
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CHAPTER 6: TEACHER EFFECTIVENESS Gr
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CHAPTER 6: TEACHER EFFECTIVENESS pr
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