Towards a Better Future

Recommendations

Info

Chapter Eleven: The Financing and Resourcing of Education at Primary and Post-Primary Levels salaries are most often the primary factor influencing the difference from the average salary cost of teachers per student at each level of education; estimated class size is the second factor (OECD, 2015, pp. 290-291). The OECD data indicate that, between 2010 and 2013 at primary level in Ireland, teachers’ salaries went down and class sizes went up. Secondary level teachers’ salaries went down but class size went down by a small amount, also resulting in a smaller decrease in salary cost of teachers per student than that at primary (OECD, 2015, p.295, see Fig 3). Figure 3: Change in the salary cost of teachers per student, teachers’ salaries and estimated class size, primary and lower secondary education (2010, 2013) change in teachers' salary change in estimated class size 60 % change in salary cost of teachers per student Primary 50 40 30 20 10 0 - 10 - 20 - 30 - 40 % 60 50 40 30 20 10 0 - 10 - 20 - 30 - 40 Israel Korea Luxembourg Chile Germany Slovak Republic Norway Turkey Mexico Australia Japan Finand Belgium (Fr.) Austria Poland Estonia France Slovenia Ireland Iceland Hungary Italy Spain Portugal Lower Secondary Poland Slovak Republic Korea Germany Norway Luxembourg Mexico Chile Australia Japan Finland Israel Estonia Austria Ireland Source: OECD, 2015, p.295 Italy France Iceland Belgium (Fr.) Slovenia Hungary Spain Portugal — 175 —
Towards a Better Future: A Review of the Irish School System In 2013, the average salary cost of teachers per student in OECD countries was $2,677 at primary and $3,350 at lower secondary level. Ireland’s costs were higher than the OECD average at $3,426 at primary and $4,063 at lower secondary level. The pattern was the same in Ireland at upper secondary level although a number of countries had higher costs at upper secondary. While Ireland’s teacher salary costs per student were higher than the OECD average, they were by no means the highest, with eight countries having higher costs at primary and 11 having higher costs at lower secondary level (OECD, 2015, p.299). As the OECD points out, teachers’ salaries represent the largest single cost in formal education and have a direct impact on the attractiveness of the teaching profession. They influence decisions to enrol in teacher education, to become a teacher after graduation (as graduates’ career choices are associated with relative earnings in teaching and non-teaching occupations, and their likely growth over time), to return to the teaching profession after a career interruption, and/or to remain a teacher (as, in general, the higher the salaries, the fewer the people who choose to leave the profession). “ As the OECD points out, teachers’ salaries represent the largest single cost in formal education and have a direct impact on the attractiveness of the teaching profession. ” Burgeoning national debt, spurred by governments’ responses to the financial crisis of late 2008, have put pressure on policy-makers to reduce government expenditure – particularly on public payrolls. Since compensation and working conditions are important for attracting, developing and retaining skilled and high-quality teachers, Education at a Glance advises that policy-makers should carefully consider teachers’ salaries as they try to ensure both quality teaching and sustainable education budgets (OECD, 2015, p.426). The OECD figures show that the financial and economic crisis that hit the world economy in late 2008 significantly affected the salaries for civil servants and public sector workers in general. On average across OECD countries with available data, teachers’ salaries decreased, for the first time since 2000, by about 5% at all levels of education between 2009 and 2013. In England, Estonia, Greece, Hungary, Ireland, Italy, Portugal, Scotland and Spain, teachers’ salaries were significantly affected by the crisis (see Figure 4 below for a picture of the OECD as a whole. — 176 —
Page 1 and 2:
Towards a BETTER FUTURE A Review of
Page 3 and 4:
Published in Ireland by IPPN (the I
Page 5 and 6:
Towards a Better Future: A Review o
Page 7 and 8:
Page 9 and 10:
Page 11 and 12:
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140: Towards a Better Future: A Review o
Page 189: Towards a Better Future: A Review o
show all

Towards a Better Future

Create successful ePaper yourself

Delete template?

Save as template?