UNESCO-UIS
World Education Indicator
World Education Indicators
WEI-specific Data Collection Manual
Definitions, explanations and instructions on: Teachers and the Curriculum
May 2009
UNESCO-UIS World Education Indicators Project
INDEX
1.
INTRODUCTION......................................................................................................................................................3
1.1 1.2 1.2.1 1.2.2 1.3 2.
BACKGROUND AND TIMELINE ...................................................................................................................................3 DATA COLLECTION TABLES ......................................................................................................................................4 General instructions ............................................................................................................................................4 Tables Covered ....................................................................................................................................................5 CONTACT ..................................................................................................................................................................5 TEACHERS AND THE CURRICULUM...............................................................................................................6
2.1 2.1.1 2.1.2 2.1.3 2.1.4 2.1.5 2.2 2.2.1 2.2.2 2.2.3 2.2.4 2.2.5 2.2.6
GENERAL INSTRUCTIONS ..........................................................................................................................................6 Scope of the survey ..............................................................................................................................................6 Data sources ........................................................................................................................................................6 Computing averages............................................................................................................................................6 Comments and cellnotes......................................................................................................................................7 Notes on the coding of missing data ...................................................................................................................7 DEFINITIONS .............................................................................................................................................................7 Levels of education ..............................................................................................................................................7 Types of institution...............................................................................................................................................7 Teachers...............................................................................................................................................................8 Full-time...............................................................................................................................................................8 Teaching time ......................................................................................................................................................9 Gross salary and Adjustments to base salary / Additional bonuses...................................................................9
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2.3 2.3.1 2.3.2 2.3.3 2.3.4 2.3.5
DESCRIPTION OF TABLES AND EXPLANATIONS .......................................................................................................10 Instruction time per subject...............................................................................................................................10 Teaching time ....................................................................................................................................................11 Teacher compensation.......................................................................................................................................12 Years from minimum to maximum salary .........................................................................................................13 Criteria for salary increments...........................................................................................................................13
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1.
INTRODUCTION
1.1
BACKGROUND AND TIMELINE
This document provides information on the WEI-specific data collection on teachers and the curriculum (09CURR.XLS). This WEI-specific manual complements the UOE-WEI common data collection manual on enrolments, entrants, graduates, education personnel, class size and education finance. Section Erreur ! Source du renvoi introuvable. of this manual provides definitions and explanations regarding teachers and the curriculum. Indicators on instruction time, teaching time, and teacher compensation are seen as important for several reasons. First of all, the amount of instruction students receive is generally considered a critical factor in determining student outcomes. However, time is a limited resource for both students and teachers, its effective use is thus of paramount importance. Besides, the instruction time that can be devoted to each student is closely related to factors such as class size, teaching load and student/teaching staff ratios. Last, the optimal balance among these factors may be different for different subject areas and for different levels of education. A related policy issue is the relative importance that should be given to each subject area and the subsequent allocation of instruction time among subject areas. Together with factors such as student/teaching staff ratios and teachers’ salaries, teaching time influences the financial resources which governments must devote to education. Teaching time is also an important element of the working conditions of teachers. But besides teaching, teachers have to devote time and effort on other education-related activities such as the marking of students’ work, lesson preparation, meetings etc. This is why it is important not to consider teaching time alone, but working time altogether. The document provides definitions, explanations, and instructions relating to the coverage of the data collection tables, the statistical units for which data are collected, and the classification categories that are used as breakdowns in the tables. It further provides guidelines for the implementation of these definitions in the countries. The introduction includes a description of the tables covered by this manual, as well as information on timelines and contacts. Basic definitions and explanations concerning statistical units and classification categories for teachers and the curriculum are dealt with in the last section of the document. The core tables for the WEI-specific data collection are presented in the Annex. Please note that technical notes on the design of the tables and the coding of missing data can be found in the UOE ELECTRONIC QUESTIONNAIRE manual and are not reproduced here.
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Participating countries should make all reasonable efforts to adhere to the specific definitions, classifications, and coverage. Where exceptional deviations from international standards, estimations, or data aggregations are necessary, it is essential that these be documented correspondingly. This documentation is crucial for the future credibility of international education statistics. While this holds for the whole WEI data collection, WEI national co-ordinators agreed that the labour market outcomes of education addressed in this manual deserve particular efforts in this respect, in order to enhance the international comparability of these data.
According to the timeline, countries should return the completed data collection tables to the UIS by 31 August 2009 for 2007/2008 data on teachers and the curriculum. All data should be sent in electronic form to UIS, using the address shown in the next subsection. UIS will immediately process and check the data and will keep countries informed about all steps undertaken.
All materials will require further improvement and we will depend on your continued co-operation in this matter. We would therefore like to ask you for further comments and advice related to: the adequacy of the definitions and classifications for current and potential data uses and their conceptual coherence; problems that may arise from the implementation of the definitions in their national context; issues of data availability; and the general design of the tables and the procedures for electronic data exchange.
1.2
DATA COLLECTION TABLES
1.2.1
GENERAL INSTRUCTIONS
The data collection tables in this part of the WORLD EDUCATION INDICATORS data collection are organised by topic. The tables are colour-coded. The fields that are supposed to be filled are left white. The light yellow colour indicates cells that have been pre-coded with formulas and that only need to be deleted and filled out in case the corresponding sub-categories do not add up. These fields should only be changed in exceptional cases, e.g. when the information for sub-categories is not available while the overall information is. The field to contain the information on data sources is colour-coded in light green. Please read the instructions in this manual carefully before starting with the completion of the tables. The reference year of all tables is school-year 2007/2008. Countries that do not have data available for 2007/2008 should provide the latest data available and document deviations carefully.
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1.2.2
TABLES COVERED
The following tables and questionnaires are covered by the information in this manual: Teachers and the curriculum • Table CURR-1: Number of classroom sessions per year, by curriculum and students’ age group. • Table CURR-2: Duration a full-time teacher teaches by level of education, type of programme, and type of institution. • Table CURR-3: Annual teacher compensation by level of education, type of educational programme, type of institution, and amount of teaching experience. • Table CURR-4: Years to grow from minimum to maximum salary. • Table CURR-5: Criteria for salary increments in public institutions.
1.3
CONTACT All inquiries concerning this data collection should be sent to:
UNESCO Institute for Statistics
Saïd OULD VOFFAL UNESCO Institute for Statistics CP 6128 Succursale Centre-Ville Montreal, QC H3T 2B1 - Canada Tel: 1 514 343-7752 Fax: +1 514 343 5740 Internet: s.voffal@uis.unesco.org
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2.
TEACHERS AND THE CURRICULUM
2.1
GENERAL INSTRUCTIONS Please consider the following points carefully as you complete the questionnaire:
2.1.1
SCOPE OF THE SURVEY
The survey focuses on the pre-primary, primary, lower secondary and upper secondary levels, which are, defined as categories ISCED-0, ISCED-1, ISCED-2 and ISCED-3 in the ISCED Chapter of the UOE Data Collection Manual. It is left to the discretion of countries whether they wish to collect information on situations of particular country-relevant population subgroups (regional, ethnic, linguistic…) - with the provision that each situation be clearly described in the country report in order to facilitate national level aggregations that allow for accurate comparisons across countries.
2.1.2 DATA SOURCES
National Co-ordinators are invited to choose the most appropriate data sources to complete the questionnaire. For questions on working time and teacher compensation, policy documents will provide the necessary information in most countries. These documents are usually available at the department of education. As to issues of age and gender of teachers, the national centre for statistics shall be able to provide the necessary information in most countries. Because the use of different sources might lead to different results, it is necessary to report precisely which sources of information have been used in filling out the questionnaire. Therefore respondents are invited to provide exact information about the data sources for each data collection table. Data should refer to the school year 2007/2008. In case you are not able to provide data on this school year, you are invited to give data on another time point, but please indicate that you are deviating from the year of reference.
2.1.3 COMPUTING AVERAGES
The questionnaire is aimed to get a global measure (indication) on teacher characteristics in participating countries. In case the answer on a specific question differs for different parts of the country or for different subgroups of teachers within one ISCED-level, you are requested to provide an average figure for your country. An average figure represents a weighed mean or typical number for the indicator considered.
Computing a weighed mean may be appropriate for example in a situation in which salaries differ for different parts of the country (states, cantons, provinces) or different subjects.
Providing a typical number may be appropriate to indicate for example the length of a period, if this deviates in only a few occasions.
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The decision on what kind of average to calculate is up to you, unless a particular average is explicitly asked for. However, you are requested to give exact information on the procedure you used to derive the average you filled in.
2.1.4 COMMENTS AND CELLNOTES
In order to increase transparency and the cross-national comparability of the statistical indicators, please add any additional information relevant to the interpretation of the data as cell notes or comments in the specific fields for notes, or on the free space under the data collection tables. In particular, if given categories do not fully fit your national classification, please indicate.
2.1.5 NOTES ON THE CODING OF MISSING DATA
The codes for missing values, non-applicable categories and aggregations diverging from the standard categories are indicated and explained in the ELECTRONIC QUESTIONNAIRE Manual. They equally apply to all parts of the WEI questionnaires and are not repeated here.
2.2
DEFINITIONS
2.2.1
LEVELS OF EDUCATION
For definitions of the levels of education, please refer to the ISCED Chapter in the UOE Data Collection Manual.
2.2.2
TYPES OF INSTITUTION
An institution is classified as public if it is (1) controlled and managed directly by a public education authority or agency or, (2) is controlled and managed either by a government agency directly or by a governing body (Council, Committee etc.), most of whose members are either appointed by a public authority or elected by public franchise. An institution is classified as private if it is controlled and managed by a non-governmental organisation (e.g. a Church, a Trade Union or a business enterprise), or if its Governing Board consists mostly of members not selected by a public agency. The terms “government dependent” and “independent” refer only to the degree of a private institution's dependence on funding from government sources. They do not refer to the degree of government involvement in direction or regulation. A government-dependent private institution is one that receives more than 50 per cent of its core funding from government agencies and/or has the government -- either directly or through a government agency – pay for its teaching personnel. An independent private institution is one that receives less than 50 per cent of its core from government agencies and does not have the government -- either directly or through a government agency -- pay for its teaching personnel.
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Note that “Core funding” refers to the funds that support the basic educational services of the institutions. It does not include funds provided specifically for research projects, payments for services purchased or contracted by private organisations, or fees and subsidies received for ancillary services, such as lodging and meals. For detailed instructions on the distinction between public and private institutions, please refer to the UOE Data Collection Manual.
2.2.3
TEACHERS
The term teacher as used in this manual, always refers to a classroom teacher. This staff sub-category includes professional personnel involved in direct student instruction. The classification includes: classroom teachers, special education teachers, and other teachers who work with students as a whole class in a classroom, in small groups in a resource room, or one-to-one inside or outside a regular classroom. It includes chairpersons of departments whose duties include some amount of student instruction. A classroom teacher is thus defined as a person whose professional activity involves the transmission of knowledge, attitudes and skills that are stipulated to students enrolled in an educational programme as defined before. This definition does not depend on the qualification held by the teacher nor on the delivery mechanism. It is based on three concepts: • activity, thus excluding those without active teaching duties; • profession, thus excluding people who work occasionally or in a voluntary capacity in educational institutions, as well as people with mere support functions (teacher aides and other paraprofessional personnel); • educational programme, thus excluding people who provide services other than formal instruction to students (e.g. supervisors, activity organisers, etc.) whether the programme is established at the national or school level. School principals without teaching responsibilities are not counted as teachers. Principals, presidents, vice-principals, and other administrators without teaching responsibilities in educational institutions as well as teachers without active teaching responsibilities for students in educational institutions are not classified as teachers but as “other professional personnel”. However, principals… with at least some teaching responsibilities are classified as teachers. Teachers temporarily not at work (e.g. for reasons of illness or injury, maternity or parental leave, holiday or vacation) should be included in the statistics. These conditions do not contradict the above requirement of activity. For the purpose of this data collection, trainers of the “in-company-part” of apprenticeships in a dual system in vocational education are excluded from the survey. Also, special education teachers in special schools for students with learning difficulties or mental or physical disabilities should not be included in this data collection.
2.2.4
FULL-TIME
The classification of educational personnel as “full-time” and “part-time” is based on a concept of working time. The stipulation of full-time employment is usually based on “statutory hours” or “normal or statutory working hours” (as opposed to actual or total working time or actual teaching time). Some
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countries operationalise the concept of statutory working time through statutory teaching time. Part-time employment refers to individuals who have been employed to perform less than the amount of statutory working hours required for a full-time employee. Note that a teacher employed for the normal or statutory number of hours of work is classified as a fulltime teacher in the context of this survey. For details on the distinction between full-time and part-time personnel please refer to UOE Data Collection Manual.
2.2.5
TEACHING TIME
Teaching time (expressed in 60 minutes units) corresponds to the number of hours a full-time appointed teacher is teaching a group or class of students according to the formal policy in a country. Excluded are periods of time formally allowed for breaks between lessons or groups of lessons. Should countries be unable to exclude these breaks, footnotes should be used. Please note that if teaching periods do not correspond to full (=60 minutes) hours, they have to be transformed into 60-minute periods before the number of hours be derived. A teaching period of x minutes corresponds to x/60th of a full teaching hour.
2.2.6
GROSS SALARY AND ADJUSTMENTS TO BASE SALARY / ADDITIONAL BONUSES
The gross salary is the sum of wages (total sum of money that is paid by the employer for the labour supplied) minus the employers' premium for social security and pension (according to existing salary scales). Bonuses that constitute a regular part of the annual salary, like a thirteenth month or holiday bonus, should be included in the gross salary. An adjustment to base salary is defined here as any difference in salary between what a particular teacher receives as earnings for work performed at a school and the amount they would be expected to receive given only their level of experience (i.e. number of years in the teaching profession). Adjustments may be permanent or temporary and they may effectively move a teacher “off-scale”, to a different salary schedule (e.g., teachers with a higher than minimum educational qualification) or move teachers to a higher step on the same salary scale. While salary adjustments can, in principle, be positive or negative, additional bonuses refer to positive additional payments that (some) teachers may acquire in addition to the gross salary.
Examples are: additional remuneration for teachers in educational priority areas, for participating in school improvement projects or special activities, for excellent performances.
Since negative adjustments to base salary appear to be rather exceptional, the terms “salary adjustments” and “additional bonuses” are used here as synonyms. Another term, equally used as a synonym is “salary increments”.
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2.3
DESCRIPTION OF TABLES AND EXPLANATIONS
In the following information on each of the tables in worksheet CURR.xls is provided. Terminology requiring further explanation and exact definitions is indicated by (→) and can be found in section 2.2 of this manual.
2.3.1 INSTRUCTION TIME PER SUBJECT
Table CURR1 collects data on the amount of instruction time devoted to diverse subject matters in participating countries, according to the intended curriculum (reference: school year 2007/2008) for grades attended by the majority of students aged 9, 10, 11, 12, 13, and 14 years respectively at the reference date 01/01/2008. It also collects data on the total instruction time devoted to the flexible part of the curriculum for these grades. Since there are cross-country differences between the age groups at which different ISCED levels typically start, the ISCED level corresponding to each age group is required in row S1. Only general and no vocational or prevocational programmes are expected to be considered here. In row S2 should be stated, whether it is students’ first, second or third (etc.) year at this ISCED level. The duration of one classroom session for the grades attended by the majority of the 9, 10, 11, 12, 13, and 14 year-old students should be reported in row S3. The number of classroom sessions per year devoted to the intended curriculum per age group by compulsory subject matter should be reported in rows A1 to A11 wherever applicable. Note that the intended curriculum is the subject matter content as defined at the national or at the educational system level. The intended curriculum is embodied in textbooks, in curriculum guides, in the content of examinations, and in policies, regulations, and other official statements generated to direct the educational system. Therefore, the intended curriculum only includes subjects that are fully compulsory. Compulsory subjects are those subjects that have to be taught by each school and must be attended by each student. The intended curriculum does not include non-compulsory or partly compulsory subjects (electives). Examples of subjects that could be classified under the table headings are as follows: * A1: Reading and writing in the mother tongue: reading and writing in the mother tongue, reading and writing in a second “mother tongue”, reading and writing in the tongue of the country as a second language (for non natives), language studies, public speaking, literature. * A2 Mathematics: mathematics, mathematics with statistics, geometry. * A3 Science: science, physics, physical science, chemistry, biology, human biology, environmental science, agriculture / horticulture / forestry. * A4 Social studies: social studies, community studies, contemporary studies, economics, environmental studies, geography, history, humanities, legal studies, studies of the own country, social sciences, ethical thinking, philosophy. * A5 Modern foreign languages: foreign languages. • A6 Technology: orientation in technology, including information technology, computer studies, construction / surveying, electronics, graphics and design, home economics, keyboard skills, word processing, workshop technology / design technology. • A7 Arts: arts, music, visual arts, practical art, drama, performance music, photography, drawing, creative handicraft, creative needlework.
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* A8 Physical education: physical education, gymnastics, dance, health. * A9 Religion: religion, history of religions, religion culture. * A10 Vocational skills: vocational skills (preparation for specific occupation), techniques, domestic science, accountancy, business studies, career education, clothing and textiles, polytechnic programmes, secretarial studies, tourism and hospitality. * A11 Other: Subjects that cannot be classified under one of the above headings. Note: The examples are aimed as suggestions; according to different national views on curriculum content, subjects can be located in different categories. Please add a note if you deviate from these categories. The total compulsory part (number of classroom sessions of the intended curriculum per year) is calculated as the sum of rows A1 to A11 in row A12. The flexible part (number of non-compulsory or only partly compulsory classroom sessions per year) should be entered into row A13. Here “flexible part” represents the total instructional time not covered by the intended curriculum. The total instruction time, independent of whether it is compulsory or not, is calculated as the sum of rows A12 and A13 and reported in row A14. A new addition for this year’s data collection is the introduction of a new row: “Number of days per school-year the school is closed for festivities” (A15). This information is indeed necessary to ensure methodological consistency between the way teaching hours per year are processed for teachers and for students. So far, yearly teaching hours for teachers were collected in table CURR-2, taking into account days off due to festivities, while teaching hours for students were inferred from the intended curriculum (table CURR-1), regardless of festivities. This new information will allow for a more accurate processing of the class size indicator.
2.3.2 TEACHING TIME
Table CURR2 collects data on teaching time(→), i.e. the duration a full-time teacher(→) teaches per year (reference: school year 2007/2008) by level of education, type of programme, and type of institution(→). Data on public institutions(→), government dependent private institutions(→) and independent private institutions(→) should be reported in parts A, B and C respectively. The number of days a full-time classroom teacher(→) teaches students per week and the number of weeks a full-time classroom teacher teaches students per annum should be recorded in rows A1 and A2 respectively (if necessary, please use decimals), and on the corresponding rows in part B and C of the table. (Note: in the interest of brevity, further references to specific rows of the table will cite only the row numbers of part A. However, comments about specific numbered rows in part A apply equally to rows with same numbers in parts B and C.) The number of days the school is formally closed for observing public festivities and celebrations -- for example, national holiday, Labour Day etc… -- should be recorded in row A3. Please note, however, that they should be counted only if they fall into the school year and not if they coincide with periods of school holidays. The total number of days a full-time classroom teacher teaches students per annum, according to formal policy (row A4) is calculated by multiplying the number of teaching days per week by the number of
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teaching weeks per year, and excluding the number of days the school is closed for festivities. That is: (A1 * A2) - A3. The number of hours (1 hour = 60 minutes) a full-time classroom teacher is required to teach students per day should be entered in row A5 (if necessary, please use decimals, e.g. 3 45-min units = (3×45)/60 = 2.25). The number of hours a full-time classroom teacher is required to teach students per week (row A6) is calculated as (A1 * A5). Last, the total number of hours a full-time classroom teacher is required to teach students per annum according to the formal policy (row A7) is calculated as (A4 * A5). Note that it is a minimum requirement to complete row A7.
2.3.3 TEACHER COMPENSATION
Table CURR3 collects data on the current scheduled gross annual salaries of full-time classroom teachers(→) at diverse points in their careers in participating countries. Data should be provided in national currency (conversions of national currencies into US $ at GDP or PPP-rates will be taken care of by the OECD). In table CURR3, data on public institutions(→), government dependent private institutions(→) and independent private institutions(→) should be reported in parts A, B and C respectively. The average scheduled gross salary(→) per year of a full-time classroom teacher with the minimum level of training to be fully qualified at the beginning of his or her teaching career (reference: school year 2007/2008) should be reported in row A1 and on the corresponding rows in part B and C of the table. Note: As above, comments apply similarly to numbered rows of parts A, B and C. The maximum amount of additional bonuses(→) a full-time(→) classroom teacher(→) with the minimum level of training to be fully qualified at the beginning of his or her teaching career may acquire in addition to his/her gross salary(→) should be reported in row A2. Here, additional bonuses are salary increments that (some) teachers may acquire in addition to the gross salary, -- for example, additional remuneration for teachers in educational priority areas, for participating in school improvement projects or special activities, for excellent performances (for further examples see table CURR 5 where the criteria are specified). The total salary of a full-time classroom teacher with the minimum level of training to be fully qualified at the beginning of his or her teaching career (reference: school year 2007/2008), can be calculated by taking the sum of rows A1 and A2, and should be reported in row A3. Similarly, the average scheduled gross salary, additional bonuses(→) and total salary of a full-time classroom teacher with the minimum level of training and 15 years of experience, should be reported in rows A4, A5, and A6 correspondingly. Likewise, the average scheduled maximum gross salary, additional bonuses and total salary of a fulltime classroom teacher at the top salary scale with the minimum level of training, should be reported in rows A7, A8, and A9 correspondingly. The average scheduled maximum gross salary, additional bonuses and total salary of a full-time classroom teacher with the highest level of qualification, should be reported in rows A10, A11, and A12 correspondingly.
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Finally, the average scheduled gross salary, additional bonuses and total salary of a full-time classroom teacher with the typical qualification (typical qualification should be the qualification reported in table PERS-3 as most frequent) and 15 years of experience, should be reported in rows A13, A14, and A15.
2.3.4 YEARS FROM MINIMUM TO MAXIMUM SALARY
Table CURR4 collects data on the average number of years it takes a full-time classroom teacher with minimum qualifications to grow from the minimum to the maximum salary. Rows A1 to A3 request information for the different types of institutions (public, government-dependent private, and independent private(→) for each of the ISCED levels 0, 1, 2, 3 general and 3 vocational.
2.3.5 CRITERIA FOR SALARY INCREMENTS
Table CURR5 collects data on the criteria for salary increments(→), i.e. adjustments to the base salary(→) which are not simply due to years of experience. The table is detailed in terms of suggested salary adjustment criteria among which countries are requested to indicate those which apply in their education systems. The distinction between different ISCED levels has been dropped as compared to previous years, although some questions may only be applicable to particular levels (e.g., adjustments based on specific subjects taught). This table corresponds more closely to the corresponding table used by Network C for OECD member countries, so that the comparability between OECD and WEI countries will be enhanced. If the suggested criteria do not apply, or if there are additional relevant criteria in your country, please do not hesitate to specify them in rows A16, A17 or further rows which you might wish to add. Moreover, each row leaves space for notes (column 4), so that you can add additional information or clarifications of the corresponding criterion. Please also note who takes the decision about the additional bonus – whether at the discretion of the head teacher or a regional or national authority. In column 1 you are requested to simply indicate whether the particular criterion is relevant in your country or not (Y/N). If yes, you should specify in column 2 whether all teachers fulfilling the criterion will automatically receive the salary increment (A), whether they will receive it only in some cases (S), or whether they will receive it only in rare, exceptional cases (R). Column 3 requests further information on whether the salary increment is a permanent addition to the salary leading to an increase of each monthly payment (P), or a temporary addition (T) such as a one-off payment or a salary increase during a fixed period (e.g. during one school year). Please note that if the salary increment is a regular extra payment fixed to a certain condition, e.g. teaching in a remote area or taking up special activities, it should be considered temporary even if it is removed only when the condition is no more satisfied. While salary adjustments are generally positive additional bonuses(→), there might be exceptional cases of negative adjustments. However, since the latter can be expected to be exceptional, positive adjustments will be assumed if not otherwise indicated in the notes in column 4. The table relates to teachers in public schools. If teachers in private, government dependent schools are treated similarly, please indicate this in a note following the table.
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Annex
Data Collection Tables on Curriculum
• Curriculum Tables CURR-1, CURR-2, CURR-3, CURR-4, CURR-5
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