UNICEF Mongolia - Teachers College Columbia University

CHAPTER 4: THE IMPLEMENTATION OF THE 2007 SALARY REFORM AT SCHOOL LEVEL
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TEACHERS IN MONGOLIA: AN EMPIRICAL STUDY ON RECRUITMENT INTO TEACHING,
PROFESSIONAL DEVELOPMENT, AND RETENTION OF TEACHERS
Table 16: Summary Table of Key Findings and Recommendaons
Objecve Key Findings (F) Recommendaons (R)
1 Reducon of
weekly teaching
hours
2 More
Predictable and
Transparent
Income
3 Reduce income
inequalies
between rural
and urban
schools
F.1. 1. The statutory teaching load
is 19 hours per week, but teachers
work on average 20.4 hours, that is,
they receive 1.4 hours of overme. 70
percent of teachers teach at least 1
addional hour per week.
F.1.2. The lowest teaching load was
15.7 hours and the highest 25.6 hours.
Teaching excessive hours is a pracce
of the past.
F.1.3. The statutory teaching load
is 646 hours per year in Mongolia
regardless of school level. It is much
lower than the OECD average of 779
hours (primary), 701 hours (lower
secondary), and 656 hours (upper
secondary).
F.2.1. The salary structure has
remained the same and is composed
of the following six elements: base
salary, addional hours, supplements
for funcon, supplements for rank,
bonuses for performance, and general
benefits for public servants.
F.2.2. There are fewer funconal
supplements now than in the past.
They are reduced to three: class
teacher, cabinet organizer, and head
of secon.
F.2.3. The bonus system is fragmented
and unequal between schools.
F.3.1. Teachers in urban and semiurban
do not teach more addional
hours as compared to teachers in
rural schools. The contrary applies in
the sample of the schools that were
examined: the schools with the largest
actual teaching loads are soum-center
schools based in Omnogobi (cause:
teacher shortage.)
F.3.2. Teachers in semi-urban and
urban schools are likely to hold a
higher rank (have more lead teachers
and advisors), because the criteria
for promoon fits beer teachers
in those schools. For promoon to
the rank of lead teachers, teachers
need to have conducted research and
workshops at aimag-centers or city
level.
R.1. Increase the statutory teaching load from 19
to 20 hours per week and raise the base salary
accordingly. This will reduce overme payments
and also increases the annual statutory teaching
load to 697 hours (34 weeks per year).
R.1.2. No recommendaons – the objecve
to prevent excessive teaching has been
accomplished.
R.1.3. The annual statutory teaching load should
be increased to 697 hours per year in the short
run (1 hour per week more; see first point above).
In the medium-term, the instruconal me for
students as well as the teaching load for teachers
should be increased and the teaching load of
teachers should be disnguished by school level.
R.2.1. Many educaonal systems compensate
internally, that is, teachers who teach fewer hours
have to normally take on addional funcons,
and vice versa (see point R.2.2.). In the long
run, the fragmentaon of the salary could be
reduced to four elements with addional hours
& supplementary funcons being the excepon
rather than the norm for most teachers.
R.2.2. In the medium-term, teachers who funcon
as class teachers, cabinet organizers, or heads
of secon should be released from teaching
by 1 or 2 hours per week rather than receiving
supplementary payment.
R.2.3. There is a need to completely revamp the
bonus system – the next chapter explicitly deals
with the bonus system.
R.3.2. Income equality, arising from addional
teaching hours, has been diminished.
R.3.2. There is a need to revise the criteria for
promoon from methodologist to lead teacher in
order to ensure that teachers from rural schools
are not at a disadvantage.
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