3. Agenda
• Introduction. • Meritocracy or Social
Reproduction?
• Finland Video.
• Suggestions
• Quality teachers: The
definition problem. • 3-2-1
• Views on Equity • Closing
• South Korean Case 1
• South Korean Case 2
• Indonesian Case
5. Quality teachers:
What does it mean?
• Respected Professionals • Intellectually interesting and
attractive for the young.
• Highly-trained
• Entry to program: best
• University-based teacher students, motivated.
education
• Content area mastery.
• Master’s degree
• Heavy investment on
• Freedom in decision making educational research.
(curriculum, student
evaluation) • Mentorship
• Collaboration
6. Quality teachers:
The Definition problem
• Variety in definition:
• “...credentials, classroom practice, students’ test
scores, values and beliefs, passion, morality, verbal/
communication skills, education coursework,
pedagogical knowledge, content knowledge,
pedagogical content knowledge, cross-cultural
understanding, organized, high expectations,
etc...etc..etc...”
• We acknowledge this, but not the main focus in our
paper.
8. Quality for All
• “...one of the most important political
issues in Finland is that we want to have a
system where all the pupils and all the
people have the equal opportunities and
education, and it doesn’t matter where you
are living or are you rich or poor, or are
you girl or boy. We want to give equal
opportunities for everyone.” (Henna
Virkunnen, Former Finland’s Minister of Education).
9. Quality for All
• “We have very small disparities between
low and high achievers in PISA tests. One
reason behind our success - there is a
virtuous circle surrounding teaching. That
has to do with excellent teacher education
and training. Other reason could be that
we have always emphasized high standards
for all.” (Timo Lankinen, Director General, National Board
of Education, Finland)
10. Quality for All
• “...we have good quality in all the
schools....the parents can trust the school
which is nearest their home that it has very
good quality....We have to work every day
for that, that we can keep the good quality
and equal opportunities for everyone all
over the country.” (Henna Virkunnen, Former
Finland’s Minister of Education)
11. rate Equ
pa
Se t i ty a
bu ade s
qua
qu al? cy?
e
12. Peske & Haycock
(2006)
• “...the very children who most need
strong teachers are assigned, on
average, to teachers with less
experience, less education, and less
skill than those who teach other
children” (p. 2).
13. Conceptions of Equity
(Ladd & Loeb, 2011)
• Equity as Equal Opportunity
(Equity as Equal Outcomes):
Focus on outcomes. Variation of quality is needed in order to help achieve equal educational
outcomes. Students who are behind will get higher quality services to compensate the
differences that contribute to unequal outcomes.
• Equity as Adequacy:
Focus on input but allow variability and/or disparity in quality. A minimum adequate standard
level of quality of service. Once it is met, it is fair for some to receive a higher standard than
the rest.
• Equity as Access to Equal Quality:
Focus on input. Everyone is guaranteed an equal quality of service regardless their
socioeconomic backgrounds and regardless which school they attend. Outcomes may be
different but they are factors that schools cannot control (abilities, motivations, out-of-school
support).
16. The Changing Face of Korea
• Increasing numbers of “international” marriages,
foreign workers, and NK refugees
• Means more diversity in a historically
homogeneous society and its schools
17. New Challenges
• Like immigrant students elsewhere these
children tend to suffer from…
–Lack of language skills
–Identity confusion
–Bullying
–Ostracism
–Low performance
–High dropout rates
18. Policy Tasks
• Start more after school programs
• Separate counselor in each school
• In-service training for teachers
• More Korean language/culture options for pre-
service teachers
• Incentives for teachers to obtain KSL cert
• Erase references to homogeneity in books
• Encourage volunteerism in schools
19. Policy Critique
• These seem like common sense strategies
• Yet…
–Externally oriented
–Insufficient training in multicultural education
–No apparent consideration of long-term workforce
diversification
• Raises a question about the definition of teacher
quality in different contexts
20. Distribution of Teacher Quality
• Quite a bit of US literature suggests that
–Both students of color and white students benefit
from diverse role models
–Students of color benefit from same-race teacher or a
representative staff
–Students of color benefit from a diversified teacher
labor force
21. Qs
• Will Korea’s policies contribute to or lead to
social reproduction? Alternative perspectives?
• To what degree is a teacher’s background or
ethnicity important in determining his or her
quality?
23. Governance
of
Educa.on
in
South
Korea
CENTRAL
LEVEL
Ministry
of
Educa7on,
Science
and
Technology
INTERMIDIATE
LEVEL
16
metropolitan
and
provincial
offices
of
Educa7on
LOCAL
LEVEL
180
district
offices
of
Educa7on
24. Teacher
Educa.on
for
Public
School
Teacher
Elementary
School
Teacher Secondary
School
Teacher
11
Na7onal
Universi7es
of
Educa7on Teacher
Colleges
Teacher
Educa7on
Courses
in
2
Other
Types
of
Universi7es Comprehensive
Universi7es
(Korea
Na7onal
University
of
Educa7on,
Ewha
Women’s
University)
Departments
of
Educa7on
In
Comprehensive
Universi7es
Graduate
Schools
of
Educa7on
25. Teacher
Recruitment
Employment
Examina7on
Features
Highly
Compe77ve
Exam
Mul7ple
Choice
Exam
about
(Secondary
-‐
20
:
1
Educa7on
Knowledge
Elementary
-‐
2.5
:
1)
Controlled
by
Central
Government
(Teacher
Quota,
Examina7on,
etc.)
Cri7cal
Essay
about
Each
Subject
Interview,
Lesson
Plan,
and
Teaching
Simula7on
26. Two Main Influential
Teacher Policies
Teacher
Evalua7on
Teacher
Rota7on
(Promo7on)
Each public school has similar workplace conditions– total
number of class hours a day and a week, teaching contents,
incentives, and salaries.
27. Teacher
Evalua.on
and
Promo.on
• Teacher Appraisal for Professional Development
in 2010.
• Questionnaire – Peer, Students, Parents, Principal
• Teachers with poor results receive supplementary
training that is tailored to their needs
• Teachers with high performances are given
opportunities for personal research or education
at universities and relevant institutions at home
or abroad. Sabbatical Year
28. Teacher Rotation System
• Every three to five years, teachers should move to a different school
within the city or province.
• After working three to five years in a school, teachers can choose
which school they want to go.
• When there are many teachers who chose the same schools
simultaneously, scores that they earned have a significant effect on the
result.
• Scores are gained based on teachers’ experience, hours of
professional development, award from teaching contests.
• Principles- Improving professionalism, ensuring fairness, allocating
teachers properly, and giving students the equal probability of
teaching.
29. Inequality of Teacher Distribution
• The most important factors for teachers to choose their next
schools are “location of schools” and “convenience of
commute”.
• The overall social and economic status of a region is higher, many
qualified teachers are more willing to transfer to this area.
• To reduce the distance of commute, teachers want to live near
their schools.
• It is obvious that teachers hesitate to move to the schools with
poor environment.
• Thus, novice teachers or teachers with lower scores are
distributed to these locations
32. Indonesia - Education
Facts
• 17,501 islands, 240 million people
• 2.7 million teachers, 50 million students,
270 thousand schools
• 4th world’s largest education system
33. Teacher Law 2005
• Bachelor’s degree + Teacher Certification
• 37.5% of Indonesian teachers in 2007 were
Bachelor’s degree holders.
34. International Standard School (ISS) Policy
• What?
A school whose quality is competitive internationally.
(Education Law, 2003)
An international standard school should at least satisfy
the Indonesian basic national educational standards and
should have enrichment curriculum that is taken from best
practices in OECD countries.
(Government Decree No.17/2009)
“Schools with: 1) English as medium of instruction;
2) Great facilities esp. ICT.”
35. International Standard School (ISS) Policy
• Why?
1) to improve the quality and competitiveness of Indonesian
students both in regional and international levels;
2) to respond towards the increase of international migration in
international labor market;
3) to prepare the competitiveness of the Indonesia’s human
resources in the international labor market;
4) to maintain the competitiveness of Indonesian human resources in
the national labor market which is created by the foreign investment.
(General Director of Elementary & Secondary Ed)
36. International Standard School (ISS) Policy
• How?
A school applies - documents: a five-year development plan, an action plan, and
a self-evaluation plan.
3 stages of approval
the local ministry of education ---> the provincial ministry of national
education --> the verification committee in the national ministry of education.
If approved, the school will receive a substantial amount of funding from the
central government to carry out the development plan. This development plan
lasts for five years.
In the first two years, the will receive
300 million rupiahs ($30,000), and in the subsequent year the amount of funding is
determined based on the performance of the first two years.
This funding is usually used to invest in improving school buildings, adding facilities
like new chairs, desks, air conditioners, projectors and computers.
37. Teachers in ISS
• Higher standards than regular schools. Bachelor’s degree holder,
ICT literate, fluent in English. Some native speakers.
• At least some teachers who possess master’s and doctoral
degrees. (10% for elementary school, 20% for junior secondary,
and 30% for senior secondary)
• Use sophisticated teaching facilities
• Great PD support (at least 100 million/year)
• Study abroad.
38. Students’ Socioeconomic Status
• “Our parents are busy. Children are brought to school by their
drivers and nursemaids....Parents were middle to upper-
class....The pupils have no problems with English - they are the
children of rich parents and we select them rigorously as
well....Our parents are middle class and above, mostly from this
housing complex. We are supposed to accept pupils with good
results from neighboring sub-districts but we’re reluctant to do
that because this will be a financial burden on the school. We’d
have to arrange transport to collect the children and take them
home” (Coleman, 2011, p. 9).
39. • ISSs are allowed to raise its own funding and collect donation
from parents, a practice forbidden for non ISS schools.
• In 2010 on average an ISS primary school charged monthly fee
200 thousand rupiahs (US$ 20) per student on top of the
average annual contribution fee 6 million rupiahs (US$ 600).
For secondary schools the 2010 average for monthly fee was
450 thousand rupiahs (US$ 45), and the average for annual
contribution was 6 million rupiahs (US$ 600).
• These numbers, Coleman argues, are far beyond the capacity
of the majority of the population. In 2012 fifty percent of the
population still live with less than US$ 2 per day (The Jakarta
Post, 2012).
40. So, who has and does not have access to these teachers?
• Higher standards than
regular schools.
Bachelor’s degree holder,
ICT literate, fluent in
English. Some native
• Bachelor’s degree +
Teacher Certification
speakers.
• 37.5% of Indonesian
• At least some teachers teachers in 2007
who possess master’s were Bachelor’s
and doctoral degrees. degree holders.
• Use sophisticated
teaching facilities
• Great PD support (at
least 100 million/year)
• Study abroad.
41. An equity problem!
• Learning gap between students from
the high and low social class in
Indonesia will only be wider and
wider.
• “Indonesian education system is
perpetuating social inequalities”
(Coleman, 2011, p. 20).
42. Well intended policies create
serious inequality impacts
• Theory of meritocracy.
• Theory of social reproduction.
43. Suggestions
• A policy is a blunt instrument.
• How can we solve this problem from the
policy perspective? Does this problem need
to be solved?
• Chicken or egg? Quality or Equity?
44. 3 - - 2 - -1
• 3 THINGS YOU LEARNED.
• 2 POLICY/ FRAMEWORK SUGGESTIONS.
• 1 CONNECTION.
