UNICEF Mongolia - Teachers College Columbia University

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CHAPTER 3: RECRUITMENT INTO TEACHING 1 2 3 4 5 6 TEACHERS IN MONGOLIA: AN EMPIRICAL STUDY ON RECRUITMENT INTO TEACHING, PROFESSIONAL DEVELOPMENT, AND RETENTION OF TEACHERS the program four years later, that is, in 2010/11. Table 10 presents the informaon on enrollment and graduaon that served as a foundaon to compute the compleon rates. For example, there were 196 students enrolled in primary teacher educaon in 2006/07, and 176 of them graduated four years later in 2009/10 (see Table 10). The compleon rate for this cohort of primary teacher educaon students is 89.7 percent. The compleon rates vary by department; students in the Department of Foreign Languages have a significantly lower compleon rate (70.1 percent) than students in the other two departments (around 90 percent). There was a sudden drop in the compleon rate in the Department of Mongolian Language and Literature in the academic year 2010/2011 that deserves further scruny. 3.4.4. Transition Rate The most surprising finding relates to the transion rate, that is, the percentage of graduates who actually take on a teaching posion at a school. In the school year 2010/2011, only 1,171 teachers were newly hired. 23 This stands in stark contrast to the approximately 5,000 students who graduated in that year from pre-service teacher educaon programs. In other words, on average only 23.4 percent of teacher educaon graduates become teachers. The remaining 3,829 graduates find other non-educaonal posions, re-apply for teaching posions in the following year, or remain unemployed. The transion rate of 23.4 percent is much lower than the general transion rate provided for all bachelor programs. The World Bank Higher Educaon Policy Note idenfied a transion rate of 36 percent for higher educaon programs for the year 2006 (World Bank, 2010). The transion rate has improved over the past four years and now stands at 40 percent. It is important to point out that the MSUE graduates have a much higher rate of employment than graduates from teacher educaon studies offered at private or smaller higher educaon instuons. MSUE graduates are considered, along with graduates from other large universies (Naonal University of Mongolia and Instute of Humanies), as the most marketable graduates in the labor market for teachers. Thus, if we consider the transion rate for MSUE graduates alone, a higher transion rate applies. In the absence of an exact educaonal profile of newly employed teachers, we esmate that 36 percent of MSUE graduates end up working as teachers. This corresponds to the naonal average for all higher educaon programs. 3.4.5. Overview on MSUE’s Recruitment into Teaching MSUE does not collect university-wide stascs, but rather, relies on stascal overviews at the departmental level. According to the administraon of MSUE, none of the departments may be regarded as typical or representave of other departments. In the following figure (Figure 11), we therefore used average figures from three departments of MSUE to esmate recruitment into teaching. Figure 11 summarizes the five most important indicators discussed above. 52 23 See Stascal Abstract (2011), Table 2.16.
CHAPTER 3: RECRUITMENT INTO TEACHING Table 10: Compleon Rates in Three Select Departments of MSUE Year 2006/07 Year 2007/08 Department: Primary Teacher Educaon Year 2008/09 Year 2009/10 Year 2010/11 1 2 Number of students who took the Teacher Educaon admission test 196 309 339 362 348 Number of students who were accepted 196 309 339 362 348 Number of students who enrolled in Primary Teacher Educaon 196 309 339 362 348 Number of students who finished MSUE Primary Teacher Educaon in 4 174 162 167 176 281 Years (“Survival Rate”) Average compleon rate (in %) N/A N/A N/A 89.7 90.0 Department: Secondary Teacher Educaon – School for Foreign Languages Number of students who took Teacher Educaon admission test 319 305 352 330 234 Number of Students who were accepted 273 254 311 202 218 Number of students who enrolled in Foreign Language Teacher Educaon 273 254 311 202 218 Number of students who finished Foreign Language Teacher Educaon in 119 100 126 193 201 4 Years (“Survival Rate”) Average compleon rate (in %) N/A N/A N/A 60.5 63.0 Department: Secondary Teacher Educaon – School for Mongolian Language and Literature Number of students who took Teacher Educaon admission test 337 330 375 372 380 Number of Students who were accepted 41 82 76 75 75 Number of students who enrolled in Mongolian Language Teacher Educaon 41 82 76 75 75 Number of students who finished Mongolian Language Teacher Educaon 31 62 52 37 23 in 4 Years (“Survival Rate”) Average compleon rate (in %) N/A N/A N/A 90.2 56.1 Source: MSUE data. 3 4 5 6 TEACHERS IN MONGOLIA: AN EMPIRICAL STUDY ON RECRUITMENT INTO TEACHING, PROFESSIONAL DEVELOPMENT, AND RETENTION OF TEACHERS 53
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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Page 17 and 18: CHAPTER 1: INTRODUCTION In line wit
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Page 21 and 22: CHAPTER 1: INTRODUCTION The PETS Mo
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UNICEF Mongolia - Teachers College Columbia University

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