EFFECTIVE SCHOOLS IN KSA AND USAA comparison of the education .docx

EFFECTIVE SCHOOLS IN KSA AND USA
A comparison of the education systems
My name is .
I am school manager . I am a graduate student at .
I will present my research paper about effective school in KSA
and USA.
Education
Drives development
Predictor of future status in the global arena
Invest in education in order to improve its effectiveness
Education is among the most important economic components
for any country’s development . A country’s educational
system is a valid predictor of its future status in the global
arena. Governments, private institutions and individuals invest
in education in order to improve its effectiveness and work
force.
What are the keys to effective education?
Has high expectation for success
Strong leadership (both administratively and academically)
Proper student monitoring (enabled by low teacher to student
ratio)
Provision of an orderly and safe environment for learning
Has opportunities for learning

Is focused on a specific mission
There is no agreement concerning keys to excellent educational
performance, when viewed from a global perspective. According
to one researcher “effective schools are determined by
resources, class size, staff training, salaries, accessibility to
textbooks, learning equipment and facilities, types of
instructions and processes, curriculum, and student awards”
(Hein et al., 2015, p 2248).
PUBLIC SCHOOLS IN KSA
Solely funded by government
Teachers are trained and hired by the Ministry of Education
Textbooks must be approved and distributed by the Ministry of
Education
Curriculum is based on Sharia law
Madrasa, religious education, is a crucial part of the system
In KSA, the government funds all the schools. The Ministry of
education trains and hires all teachers. All textbooks are
approved and provided by the government. The curriculum is
based on Sharia law and Madrasa, religious education.
In KSA school leadership has always been more centralized and
handled by the Ministry of Education. As of 2010, KSA adopted
a new strategy for a complete makeover of their school. It began
by s by examining prior leadership and its responsibilities, This
includes looking at the school environment, exploring
possibilities of changing and or redefining goals, functions, and
roles of the Ministry of Education, districts, and schools, Before
these changes, the Ministry of Education controlled the
curriculum, activities, learning methods, and staff..

PUBLIC SCHOOLS IN USA
Funded by local communities, state authorities, and federal
funding
Federal funding is minimal
Local school districts makes decisions guided by standards
Allows diversity in religion, culture, race
Public schools in the USA are funded by local and state funds
with some funding coming from the federal government.
Decisions about the curriculum, books, teachers, buildings, and
are made by the local school districts. The state helps to ensure
the decisions are based on the standards for effective schools
and establishes state guidelines for the schools to follow.
PRIVATE SCHOOLS
Offer competition to the public system
A source of development and subversion of regulations
especially in areas of the curriculum
KSA’s private schools are privately owned and offer
international curriculum.
Private schools offer competition to the public system. Many
times private schools do not have to follow the “rules” public
schools have to follow. They provide choices for families. In
the KSA the private schools are being supported by the
government’s commitment to provide quality education to its
citizens. As a result, private education has received support
especially in monetary form. Many of the private schools now
offer international recognizable curriculums and are preferred to
the ones offered in public schools. Most private schools are
owned by wealthy business families and located in the more

wealthy areas of Saudi Arabia.
Educational Challenges in the USA
Lack of centralization makes education more difficult to
manage.
Competition amongst schools makes collaboration difficult.
The current system is stifling innovation.
Lack of corporal punishment may have led to the increase in
disrespectful attitudes towards teachers.
Problems affecting families tend to impair learning.
The USA has its own problems. From my perspective of the
research the lack of a central governing agency makes it
difficult to manage all schools. Because schools appear to
compete against each other they are not able to collaborate with
each other. The current system is stifling innovation. Some
suggest that since the removal of corporal punishment
discipline problems increase. The problems families are facing
often affect learning. These issues are doubtful because there is
no consensus on what works best for education in the USA.
Educational Challenges in KSA
Government involvement limits development in the national
curriculum.
Some religious teachings affect education of women (such as
the exclusion of sports in for girls in schools).
There is a low rate of acceptance of new policies in the
educational sector.
Rote learning (especially in Madrasa) makes it difficult for
students to thrive in international higher education.

One major challenge is the KSA’s commitment to Islam and the
Islamic teachings of the Quran. Its culture is unyielding of
change and this s highly supported by its religion. Therefore,
interactions with world cultures that include the ability to try
new ways that are different from its own culture, and mixing
and forming relationships with cultures they choose not to
recognize, presents problems for the KSA, and has a direct
implication on educational studies.
Moreover the country has continued to be governed by a set of
rules that are unique and different from other cultures. The
Saudi government is unwilling to accept these changes, making
reforms slower to implement.
RECOMMENDATIONS
Both the private and public schools are critical in the
development of the education sector.
In the KSA, private schools are leading in development by
offering an international curriculum and empowering females.
In the USA public schools accommodate the diversity of the
American population.
For both countries, competition between the public and private
educational sector brings growth.
In the KSA, both public and private schools are needed. In
public schools the problem of centralization has caused little
development in the curriculum. While the government advocates
a strict curriculum in public schools, private schools may
provide more variety in the curriculum for students. It is
reported that the larger number of private schools offer
international curriculums.

Female education is still a problem in the KSA. The rules are
stricter for females which affects the quality of education. With
private education, flexibility in curriculum helps alleviate
challenges and gives female students equal opportunity to male
counterparts
Studies have shown that public schools perform better than
private schools Regardless, the need for both institutions cannot
be overemphasized.
CONCLUSION
Education is vital to a country’s growth and development.
KSA private schools increasing in number.
Private schools offer competition to the centralized public
schools.
By law the USA public school have to accommodate diversity in
culture, religion, and other causes.
Both systems have strengths and weaknesses that make them
unique.
The educational system and the way it is operated has an impact
on the development of the country. On one hand, private schools
in the KSA are slowly on the rise as they offer competition to
the centralized public system of learning. Contrarily, by law the
public sector in the USA offers accommodation for diversity in
culture, religion and other causes. Both systems have strengths
and weaknesses that make them unique. In the long run, a
combination of both may be the best.
THANK YOU

1
TEACHING ENGLISH AS A SECOND LANGUAGE IN INDIA
AND SAUDI ARABIA
Good afternoon. My name is. I am a graduate student at. The
title of my paper
TEACHING ENGLISH AS A SECOND LANGUAGE IN INDIA
AND SAUDI ARABIA
1
THESIS STATEMENT
Does Saudi Arabia and India have different approaches to
teaching the English language?
Are there social, political and policy differences that affect how
these two countries teach English?
2
We live in a world affected by a global market. Because of this
Saudi Arabia and India must address global issues just like
every other nation that wishes to succced. The purpose of this
presentation is to review how these nations developed socially
and politically to adopt the global language of English. My

thesis addresses two questions:
Does Saudi Arabia and India have different approaches to
teaching the English language?
And
Are there social, political and policy differences that affect how
these two countries teach English?
2
INTRODUCTION
IMPORTANCE OF KNOWLEDGE
ROLE OF EDUCATION
ONE COMMON LANGUAGE
ONE WORLD
3
Knowledge is an important tool for addressing critical problems
and issues in modern society. EDUCATION has always been
the means of transferring knowledge from one generation to
another. Education is achieved if there is a common language
through which instruction can be delivered. Many disciplines,
such as medicine, science and computer science are taught using
the common language of English. Through global collaboration
many of the world’s problems can be addressed. The common
language of English helps all of us to become ONE WORLD.
3

WHY INDIA AND SAUDI ARABIA?
English is a second language in both nations.
Multiple languages
4
In both nations English is taught and used as a SECOND
LANGUAGE. Citizens in both countries use this language to not
only communicate with one another but also to communicate
with the rest of the world. This is especially important in India
because if of many language groups.
4
History
Saudi Arabia
Ottoman Empire
Turkish language
Global Influence
Scholarships
India
British colonization
English language
Resistance
Global Influence
5
Saudi Arabia in the past used the Turkish second language
because of the historical influence of the Ottoman Empire when
it ruled the area. Because of the Haj to Mecca many people from

Turkey came to Saudi Arabia. As the global market grew
following World War 2, Saudi Arabia realized the importance
of English for the development of its people and its nation.
Therefore educating its citizens with the global language of
English was essential for the Kingdom of Saudi Arabia. The
government began to award its citizens scholarships to ensure
they can interact with western countries.
On the other hand India has a long history with the language of
English. India was colonized by the British Empire. The British
rulers taught English to Indian workers and servants. Once
India gained independence from Great Britain the citizens re-
belled against learning English because it was associated with
British dominance of their country. India has however accepted
the used of English as a second language to compete in the
world market place. As you are all aware many American
companies outsource their helpdesk operations to India.
5
WHY LEARN ENGLISH
Economic and social benefits
Modernization
Keeping up the pace with the rest
Helped business trades with Western world
Collaboration of science and technology
Respect on the world market
6
The main reason both countries chose to learn and understand

English is because of its social and economical benefits. Both
countries underwent a wave of modernization to keep pace with
the other leading nations like China, Russia, Japan, and
Australia among others. Being able to communicate in English
helped both nations enhance their business deals with the U.S
and U.K. This was especially true for India's Multi Million
infrastructure development programs and Saudi’s large oil deals
with the rest of the world. The English language has been a
bridge for both nations with the rest of the world. Science and
technology is also being enhanced by the collaborations of both
these nations through the English language. Since the adoption
of the English language both countries have gained a
distinctive place and immense respect on the global market.
Lets discuss the importance of English language in both nations.
6
WHY LEARN ENGLISH IN INDIA
British Colonization
Highly skilled
Enhances business management.
English communication in education.
Second official language
Nurture for enhancement
7
India having been ruled by the British for over two centuries
has given the Indians easy access to mastering the English
language.
Many Indians are skilled in the English language and have won
many international awards for creative and comparative
literatures For example, an Indian author, Arundhati Roy, won

the prestigious Booker prize for her book “The God of Small
Things”. Indian proficiency in English has brought honors to
many Indian business managers. English is not only for
international commerce; it has become increasingly essential for
inter-state commerce and communication.
In India, people going from North to South for education or
business mostly communicate in English, which has become a
link language. Keeping this in mind, the Parliament has also
recognized English as an official language in addition to Hindi.
English is more nurtured than natured in India. Teachers try to
nurture their students so they know what to speak and when.
Learning English is enhanced by movies and other
entertainment shows where the learners can see how the people
interact to give them more confidence to speak English.
7
WHY LEARN ENGLISH IN SAUDI ARABIA
Major petroleum exporter
Important to the Arabs
Global requirement
Grasp cultural concepts.
Economic benefits
8
Saudi Arabia was bound to learn English by the fact that, it
became of the top petroleum exporters, and must adhere to the
terms and settings of global commerce and technological
activities. Introduction of this foreign language to the Arabs is

important. Knowledge of the language has become a global
requirement. Being bilingual in reading and writing helps
international players grasp linguistic and cultural concepts
sooner than their monolingual counterparts. It improves
business transactions and encourages sharing ideas leading to
the growth of the nation.
8
DIFFERENCES
Saudi Arabia
Monotheistic
One language
Monarchy
Low poverty
All schools are government controlled
94.7% literacy rate
India
Polytheistic
Multiple languages
Republic
High poverty
Control and funding from multiple levels
72.1% literacy rate
9
Saudi Arabia has one legal religion and one language whereas
India allows multiple religions and has many languages
The system of government is different where KSA is ruled by a
Monarchy and India is a republic similar to the US
Because of the vast oil resources SA has a low poverty rate

whereas India is plagued (afflicted) with high poverty
Saudi Arabia’s government is highly centralized and controls
both public and private schools. Education funding and control
in India comes from multiple sources.
Saudi Arabia has a much higher literacy rate than India. This is
due in part to the many cultural and language barriers that exist
in the country.
9
Similarities
Both nations have same testing methods (writing).
Oral testing without the writing test is incomplete.
Both the nations use British novels and poems to teach students
Both nations believe English teaching should be more practical
than verbal.
10
For assessing the English language both countries place a high
value on writing tests rather than oral examinations. For
example, Saudi children who’s father worked for Aramco could
speak English fluently but if they could not pass the written test
they were considered failures.
Both countries used novels and poems when teaching English.
They they tend to use British literature along with their own
nations literature to help students understand
.
Both countries originally emphasized rote memorization and
learning basic rules of grammar. But today the education
methods focus on the usage of the language and the ability to
communicate. English is also being taught at earlier grades in
Saudi Arabia (2013) as in India.

10
SUMMARY
India
Advanced in English
Some places lacking instruction and teachers
Saudi Arabia
Curriculum change 2013
English is mandatory
Cultural differences.
Still more things need to be developed in both nations
11
Although India is very much advanced and developed when it
comes to the usage of English, there are still some places (rural
areas) in North and East India where there is still much to be
done to help all students learn English. There are many schools
in the states of East India where the students can’t learn English
because of the lack of quality teachers.
Saudi Arabia needs to realize the importance of the global
language of English and needs to understand that when they
communicate with other countries especially in western nations,
they need to be fluent in the language of English and using just
the basic words to communicate is not enough. Saudi Arabia in
2013 began teaching English in the 4th grade as a require
subject using the Cambridge curriculum.
Both nations have very different cultures that impact their
approach to teaching English—India with its poverty and caste
system often fails to education everyone. Saudi Arabia being

primarily a monolingual society has citizens that lacks a desire
to learn another language. Both countries must strive to improve
their education systems to improve the lives of their people.
11
Running head: COMPARING THE SHORTAGE OF TEACHERS
IN US AND UK 1
COMPARING THE SHORTAGE OF QUALITY TEACHERS IN
US AND UK 2
COMPARING THE SHORTAGE OF TEACHERS IN THE
UNITED STATES AND UNITED KINGDOM
Abstract
Statistics reveal that the world is facing a teacher shortage. It
may be assumed that the shortage only exist in developing
countries. Yet the United States and the United Kingdom also
are experiencing are record number of shortages. Do these
countries have the same problems recruiting teachers? This
research is comparing the causes of the teacher shortages and
looking for possible solutions for it by reviewing the literature.
The review revealed both countries have shortages of teachers
related to subjects taught and where schools are located. Better
pay is just one part of solving this problem. The review found
governments, organizations, and higher education institutions
have responded slowly to the crisis. Also, a clear solution to the
shortage situation may not exist.
Shortage of Teachers in the United States and the United
Kingdom

Education can improve people in all walks of life everywhere in
the world. Education gives individuals a sense of direction and
purpose for life giving most people hope for a brighter future. A
country’s development is directly proportional to the level of
education its leaders and citizens have.
Teachers provide valuable and significant roles for society by
teaching knowledge and skills to students. They do this when
children are at the most impressionable time in their lives.
Therefore, teachers can be a major inspiration and
encouragement to students’ academic life by accepting and
showing compassion to students to make learning enjoyable.
Because teachers are so vital for educating our young people, of
course parents and governments want the most effective
teachers teaching their young people. But, what happens when
there are not enough teachers, effective or ineffective, to fill
classrooms?
The United Nations Educational, Scientific and Cultural
Organization Institute for Statistics estimates that for a
maximum pupil-to-teacher ratio of 40:1, 24.2 million primary
teachers are needed by 2030 and 21 million of those will simply
replace teachers that will be leaving the workforce. An
additional 3.4 million are needed to for new schools and growth
in school-age population. At the secondary level where the
average ratio is 25 students per teacher there is a need for 44.4
million teachers and 27.6 million of those will be replacing
teachers leaving the workforce. This means there is a need for
an additional 16.6 million teachers worldwide.
The United Nations statistics are looking at the world situation
which includes places teachers may not prefer working. Is the
teacher shortage problem as great in countries such as the
United States and United Kingdom?
A look at the survey by Association of School and College
Leaders (ASCL) in both local and rural areas shows that the
United Kingdom is facing an acute shortage of teachers. The
shortage is more prevalent in poor areas where statistics shows
that since 2010 there has been a steady increase in the number

of vacancies in teaching the public schools to double and the
figure currently stands at 1.2 percent of the teachers required
(Martin & Mulvihill, 2016). For instance, an anonymous head
teacher says that the teacher shortage is so great in his region
that they can only manage by using agencies to help supply
teachers. In fact, some of the teachers from the agencies prefer
to work on a part time basis and the teachers have to teach the
same class to cover the syllabus. The head teacher says that
they cannot select teacher they want because there is no one to
interview to do since whenever they advertise for interviews no
one attends (Martin & Mulvihill, 2016). Eleanor Harding in the
Daily Mail claims that there has been a looming shortage in the
number of British teachers and the United Kingdom has opted to
recruit teachers from abroad The shortage is also more for
sciences and mathematics subjects and the authorities have no
choice but to recruit from abroad.
The main cause of this problem is that the government in the
past years has failed to recruit more mathematics and sciences
instructors. Another cause for the shortage of the teachers is due
to the poor working condition and a low pay package making
most professional teachers seek alternative career path for a
better pay (Smithers & Robinson, 2005). Statistics shows that
the United Kingdom has been experiencing a shortage in the
number of the student joining the teaching profession over the
last four years in running (Smithers & Robinson, 2005). From a
national audit report on teacher supply shows that around 28%
of the people teaching physics are A level student. Furthermore,
statistics from the national audit on teacher supply shows that
54% of the head teachers from the poor areas had difficulties in
recruiting and retaining professionally trained teachers, in
comparison to the 33% overall response from the other region
claiming the same thing.
In the United States, the situation is similar. There is an
endemic shortage of teachers and researchers say that the issue
is not about to stop and could lead to a crisis. The shortage of
teacher in the United States has been increasing since the 1990

recession and by the year 2016 the shortage was 60,000 teachers
(Lugg, 2016). The shortage however varies from one state to the
other but overall the shortage of teacher in the United States is
surprisingly high. If the trend continues the shortage will have
grown to 100,000 teachers by the year 2018 this shortage is
very disproportional especially for math and sciences subjects.
This issue has plagued leaders’ minds in almost all states. In
2015, the Nevada State Board of Education president termed the
shortage horrific, and if measures were not taken, the country
would sink. The Education Commissioner of Texas in the same
year said that shortage posed great threats to schools. The Labor
market for teachers lacks supply with recent reports from ACT
indicating that few students in colleges are pursuing education
and few students in secondary schools pursue major subjects.
The number of students interested in teaching declined from
15% in 2010 to 12% in 2014 (Boser, 2014). The United States
Department of Education (USDOE, 2015) also indicated a
decline in the total number of teachers being enrolled in a
preparation program from 719,081 in 2008 to 465,536 in 2014
(Boser, 2014). This decline depicts the actual shortage of
teachers in the United States. (US Department of Education,
2016). These reports show that there is real evidence of
shortage of teachers in the United States and the United
Kingdom.
The USDOE annually publishes reports on teacher shortages
since 1990. The most current report indicates the 2016-2017
teacher shortage in the states, but because of different reporting
standards of shortage in different states, the report does not
give a full analysis of the statistic. For instance, the report does
not give an up-to-date or a good analysis of how the teacher
shortage has progressed or evolved from one year to the other.
This means that there is no clear or precise figure of the
shortage and the number of teachers needed to feel the gap so
that the United States can comfortably say it does not have a
shortage of teachers as the USDOE proposes (US Department of
Education, 2016).

Even with this meager information, it is clear that some states
still scramble for teachers. These include; Oklahoma, Indiana,
California, Arizona, and Kansas. California is the most affected
having been forced to lay off over 80,000 teachers during the
previous recession which was a big blow to the education sector
(USDOE Office of Postsecondary Education, 2015). This led to
a great decline in the number of college students pursuing
education related courses. In Indiana, the state struggles to meet
the student teacher ratio in both poor rural and urban
communities which are in dire need of teachers. Teachers in
Kansas are reported to be migrating to other states due to
budget cuts on their salaries which yielded great dissatisfaction
and led to deteriorated work conditions (USDOE Office of
Postsecondary Education, 2015)
The teacher shortage problem however is not the same in all
states around the United States as some states, like New York,
the number of graduating teachers is more than the state can
absorb. Reports indicated that only 7% of the certified teachers
got a job with the New York states in 2012/13 academic year. It
is even worse for art and language specialty as many teacher
preparation programs produce a large number of elementary
teachers in subjects like English and History where only a third
can be absorbed in the states available job.
Why so many variations across states and districts? As the
example in Indiana illustrated, geography contributes to
aggravating the issue with rural areas having a harder time
recruiting and retaining trained teachers in comparison to cities.
There is a desperate need for teachers in regions like
Philadelphia, Newark, and Baltimore where there are great
concerns about security among other urban challenges, where
research shows that there may be a great shortage in future.
Rural districts lack the power to entice young professional
teachers to relocate to those localities where they lack modern
housing and other recreational facilities. Therefore, about a
third of Mississippi’s Districts in 2013 recorded a looming
shortage of teachers in rural areas (Monk, 2007). Apart from the

geographical aspect, bureaucracy also contributes to poor
allocation of teachers, and if this is not observed closely, the
United States and districts may face detrimental effects of
teacher shortages.
The United States Department of Education (US, DOE, Office
of Post-Secondary Education, 2015) indicates that colleges
contribute to staffing inconsistencies since most produce
English and special education teachers and fewer teachers in
sciences. English and elementary subjects, therefore, have
enough but chemistry, mathematics, and physics are highly
understaffed. Despite government’s emphasis on STEM
subjects, public schools are highly understaffed with these
teachers because they lack competitive edge with the private
sector which can hire and retain young minds. There should be
across-board deliberation on the issue of teacher shortages. The
government and trainers should inform college students on areas
requiring more teachers to avoid the unemployment since
virtually about 14%-20% of teachers in common subjects are
unemployed.
The research shows that it is such an awkward and tedious
process in obtaining and retaining specialized teachers by
school heads. From the exploration, it is clear that the
arithmetic educators are popular. Then again, there is a
deficiency of science instructors accessible for enrollment. The
analysts utilize socio-demographic strategies to gather the
information that is utilized to demonstrate this speculation.
Obtaining and holding educators in state-funded schools is a
test in many establishments. The examination utilizes both
measurable and subjective ways to deal with decision elements
that are huge in holding the educators in schools. The
examination utilizes reviews and center gatherings to build up
results. The discoveries recommend that great working
conditions and better pay are the motivating forces and are
urgent in pulling in and holding the instructors. The approaches
that influence staffing in state-funded schools incorporate
approach variables, authoritative components, and the

individual manager's perspectives (Liu, Rosenstein, Swan, &
Khalil 2008). Therefore, schools manage to staff and retain their
staff by carefully incorporating these approaches. For instance,
in search for teacher managers should not recruit with the aim
of just getting teachers but rather getting teachers who are ready
and willing to join the service with the current working
conditions.
According to Education Commission of the States May 2016
report (Sutcher, Darling-Hammond & Carver-Thomas, 2016).
There are several incentives used to acquire more teachers
depending on the causes and circumstances leading to the
shortage. These include; alternative certification, financial
incentives, mentorship and induction, teacher leadership and
assessment and feedback. Research data shows that there has
been a major and steady decline in the interest of students
teaching in the major subjects with the trend being; 15% in
2010, 13% in 2011, 12% in 2012, 2013 and 2014 (ACT, 2015).
This is a major decline of supply in teachers’ labor market.
Center for Analysis of Longitudinal Data in Education
Research’s (CALDER, 2015) report showed two consistent
trends in the long term on the issue of teachers training. First,
the production of teachers is cyclical and responds to
economy’s state. Second, there has been a steady growth in the
number of teachers produced since 1985. A report from National
Center for Education Statistics (NCES) indicated that the state
was likely to increase the number of teachers hired by 29% in
2011-2012 with 12% going to secondary schools. This could
have been goaded by a report showing declining student teacher
ratio in public schools from 1985 to 2012. The report indicated
that ratio declines from 17.7% in 1985 to 15.3% in 2013 (NCES,
2015).
Different bodies have been established in setting standards for
training and retaining teachers in the United States. Some of
these organizations for setting teacher quality standards include;
Interstate New Teacher Assessment and Support Consortium
(INTASC), the National Council for Accreditation of Teacher

Education (NCATE), and the National Board for Professional
Teaching Standards (NBPTS). INTASC is a consortium firm
that helps education agencies promote reforms which are
standard-based by developing licensing standards for teachers
beginning their profession. It helps states work efficiently
towards assessment and licensing standards for teachers
beginning their profession. NCATE helps strengthen standards
for accreditation of teaching and education programs. NBPTS
has set standards for issuing advanced certifications, outlining
what quality teachers ought to know and ability to implement
their knowledge (National Research Council).
On the off chance that the working states of the educators are
enhanced, there would be a lessening in the rate of instructor
turnover. This should deal with the issue of staffing and
enhancing the execution. The yearly turnover rates and sheer
size of showing brotherhood demonstrate inflow and surge of
educators in the calling (Ingersoll, and Smith, 2003). The
instructor deficiency issue offers issues to the teachers. They
think that it is hard to persuade students to come and stay in
internal schools. Paying, motivators, pay rates and offering
elective accreditation can lessen the educator deficiency
brought on by retirements, classroom approaches and instructor
attrition (Howard, 2003). Different states have sorted out
various techniques to handle instructors preparing
administrations, consequently accomplishing distinctive results.
However, a comparative stage of preparing exercises is not
available for all the states.
Just like in the United States, the United Kingdom has a similar
experience with shortage of teachers. Research indicates that
there has been a cumulative shortfall in the number of teachers
in England, Wales, Liverpool, and Scotland. In 2015, 71% out
of the possible 100% target was achieved in training physics
teachers ("The long and short of the United Kingdom teacher
crisis", 2017)). In 2011, a report by Advisory Committee on
Mathematics Education (ACME) showed that the expected
target through issuing incentives for mathematics specialist was

not achieved. There was a shortage of about 4,075 between 2000
and 2010 of mathematics teachers which means the target was
not reached. Teacher Workforce Planning Advisory Group
(TWPAG) in Scotland reported difficulties in training teachers
for some subjects, for instance physics which recorded a
shortfall over the years ("The long and short of the United
Kingdom teacher crisis", 2017). TWPAG in 2013 indicated a
shortage of teachers in subjects such as chemistry, computing,
physics, and mathematics with computing reporting an average
of 2.81% that was lower than the target of 5.85%.
Data on vacancies of teachers in England showed that most
schools feared to report long-term teacher vacancies since there
is a notion that schools would appear unattractive for learners.
Teachers would also fear subscribing to teaching in such
institutions since there would be work overload and low pay. In
Wales, for example, newly qualified teachers would receive
extra pay along with additional departmental responsibilities for
mathematics and science subjects. In England, bursaries of up to
£30000 are available for mathematics and science graduates
with lower bursaries for other subjects. This indicates that these
major subjects are less attractive. Most physics and mathematics
graduates end up in other professions which are more rewarding
in terms of salary other than teaching. A report released in 2011
indicated that teachers in poor regions worked an extra unpaid
10 hour compared to those in well to do areas of England where
they only worked an extra 6 hours a week.
Another report released in 2015 on the state of secondary
schools revealed there were 1/5th the vacancies for the training
of secondary teachers. In the same year, only 82% places had
been filled compared to 2014 where 94% places had been
allocated for secondary teachers. This decline exacerbates the
issue of shortage of quality teachers. Targets for 2015 teachers’
training were only achieved in three subjects only; English,
history and physical education. Non-English Baccalaureate
courses were only able to meet 2/3 of their target with
technology and design being hit the most since they only raised

41% of the set target. Huge targets in mathematics, computing,
science and geography were missed. The missed targets were;
93%, 70%, 85%, and 83% respectively.
The shortage is there, despite an increase in the number of
individuals enrolling for postgraduate training in the teaching
field. Reports showed that the enrollment to postgraduate
courses increased from 25,753 in 2015 to 28,148 in 2016. This
comes after a series of under recruitments since 2010 and
therefore this one-time increase cannot offset the shortage. The
government’s aim is to train as many teachers as possible to
offset the deficit in mathematics and physics.
The shortage for mathematics and physics teachers is a
worldwide problem and not just in England, but England’s
shortage is attributed to poor pay. The government of United
Kingdom seeks to offset the issue of this shortage through
training about 15,000 teachers in general subjects and have
them specialize in physics and the mathematics each year. Some
incentives would help achieve this target. These would include:
getting A level teachers training in mathematics and physics get
involved in teaching; increase scholarships for the subjects; and
offering to pay off student loans for physics and mathematics.
The supply model by National College indicated that the
demand for new teachers would not peak until 2019, but it also
showed there was a consistent national shortage of quality
teachers. According to the model, the shortage arose as a result
of increased birth rate with a decline in recruitment of teachers.
Retention of experienced and qualified teaching staff proved
difficult as per the model since most teachers considered
quitting their profession with a good number having already
done so.
A report by the National Union of Teachers (NUT) showed that
about 49% of school heads considered quitting the teaching
profession, 85% of who cited work overload as the main reason.
43% of head teachers complained of working an extra 25 hours
of the normal schedule and 29% worked an extra 35 hours of the
normal schedule.

According to Cameron David, the former prime minister of
United Kingdom, little happens in the United Kingdom in
promoting the quality of teaching profession despite its
importance ("Teacher shortages in England, spending watchdog
confirms - BBC News", 2017). Teachers are important in
determining the direction of the economy. The Organization for
Economic Co-operation and Development Program for
International Student Assessment OECD PISA survey of 2006
showed that the United Kingdom declined from being 4th to
14th all over the world in sciences, from 7th down to 17th in
literacy and from 8th to 18th for mathematics from 2003 to
2006 ("About - PISA", 2017). Only quality teachers can do this
and, therefore, pushing for reforms to the margin in teaching
and education sector is the only option (FORUM, 2016).
A report by ACME also predicted that more science and
mathematics teachers would be required in the coming decade.
The government’s ambition is providing more mathematics
teachers to more balanced approach to deficit reduction. This
would entail more teaching hours for students in this area. Poor
quality mathematics and science students would mean that the
whole economy would suffer since Cogent Skills (a strategic
organization for science industries in the UK) predicted that the
UK would require 37,000 graduates and 33,000 apprentices by
2020. There is a shortage since the projected skill production is
18,000 and 21,000 respectively (Advisory Committee on
Mathematics Education, (ACME), 2015).
The Teaching and Learning International Survey (TALIS) report
in 2013 indicated an overall decline in teachers’ satisfaction
with their profession. In this report, 35% of teachers pointed out
that their profession is valued by the society. This is a low
turnover, but it is actually higher than in most countries. The
low turnover indicates a shortage in teachers. Poor morale
results in poor teaching. About 73% of teachers in England felt
underpaid.
Shortage of teachers in the UK is affecting the whole nation.
Understanding the causes of the teacher shortage is critical in

resolving this problem. The number of teachers rose by almost
1.3% in the previous years, but student population has increased
tremendously. The UK graduates are finding alternative
opportunities that pay better than the teaching profession. The
UK is facing shortages of qualified and experienced STEM
teachers due to poor remuneration, unfriendly working
environment, and low enrollment in training schools.
UK graduates find it easy to secure the few jobs available in the
private sector. Back in 2009 and 2010, teaching was a pleasing
job, and many candidates were willing to join the few available
slots in training colleges. A work overload has also led to
shortage of teachers. About 1,100 schools have become funded
academies over the last few years with the help of the
government. People have transformed the learning institutions
to business empires, with particular targets exerting pressure on
teachers to perform.
In the US, a study on urban district schools indicates that high
levels of teacher turnover play a fundamental role in teacher
shortage by increasing demand. Teachers are leaving the
teaching profession primarily due to work conditions, lack of
support, and unsustainable compensation. These are important
since teachers’ decisions are motivated by both extrinsic and
intrinsic rewards. Teachers’ motivation depends on the
conditions found within the school and districts. Education
policy makers in the US should put more effort on retaining
teachers by improving support and working environments in
their areas. Reports indicate that the US is facing teacher
shortages in high proportions. States responded quickly by
raising and implementing incentives and teaching programs to
attract new teachers to the profession. The visible problems
facing the education system in US in the society is downplayed
by state agencies (Eckert1, 2013). Researchers believe that the
increasing number of learner enrollment, new laws requiring
small class sizes and low fertility rates in first world countries
justify the need to recruit more teachers. Researchers and recent
data released in these reports allow precise evaluation of trends

and shortages in the education sector and the feasible actions.
Researchers also quarrel about the predictable knowledge that
the shortage exists since there are no sufficient capable and
qualified teachers to fill up the number of empty positions
(Monk, 2007). If we judge just some qualified candidates and
some employment openings, there is surplus of skilled people.
The shortage lies in the allocation of teachers. There are not
sufficient teachers who are both experienced and eager to teach
in inner-city and countryside schools. There is moreover a
shortage in definite geographic regions of the country, and there
are not sufficient qualified persons in exacting specialties, such
as for bilingual, special education and as well as for the
sciences.
In the UK, few students are enrolling for technology driven
courses. Earlier studies have shown that fewer students wish to
follow careers in technology. The primary challenge the UK is
facing is employment and retention of Science, Technology,
Engineering and Mathematics (STEM) teachers in learning
institutions. There are shortages of STEM secondary teachers
since most of the teachers are finding other alternative lucrative
opportunities. There are fears that low numbers of teachers will
compromise the quality of graduates from learning institutions
(Barmby, 2006). Gatsby Technical Education Projects (GTEP)
were established in the UK to support educational opportunities
that will enable wealth creation through technology application
and effective technology transfer from colleges and research
centers to productive industry. The UK government also
provided tax-free grants to trainee teachers of STEM.
The US faces similar challenges in recruitment and retention of
high-quality mathematics teachers in urban districts. Policy
makers and educational stakeholders understand that it is
essential to have a quality teaching fraternity. The US finds it
difficult to staff urban schools with quality STEM teachers
(Eckert, 2013). Restricted district flexibility, reduced district
competitiveness and reduced number of acceptable candidates
has exacerbated the challenges of staffing in the US.

Universities and colleges are producing insufficient graduates
with strong mathematics background. Policy makers have
recommended for strengthening math teachers’ education and
attracting more students by providing them with incentives to
join STEM teaching profession.
Teacher shortages have a rich history in the UK. Education field
has been of greater interest for scientific discussion and
research around the world for decades. Schools in the UK have
not been able to address teacher shortages in the compulsory
education. In 1950, Archibald identified unfilled teaching
positions and two decades later, the position remained unfilled.
He noted the challenges of recruiting teachers by the
administrators. Schools in the UK have employed different
strategies to address teacher shortages such as networking,
hiring overseas teachers, curriculum adjustment to be teacher
friendly, employment of part-time teachers and requesting
available employees to teach a broad range of subjects. These
measures require changes that affect the students’
performances. The teaching fraternity has been exposed to
exacerbated expectations through allocation of extensive
education sessions and the increase of the student teacher ratio.
This may affect the teachers’ profession through excessive
stress and push them out of the profession, consequently
aggravating shortages of professional teachers. Unsustainable
remuneration is a principal cause of teacher shortage. Several
appeals have been made to improve the teachers' compensation.
In the US, the traditional pay scale rewards teachers on the
basis of the educational level and the years of teaching
experience and does not reflect the relative supply and demand
of teachers in various subjects (Gray & Behan, 2005). The
districts are unable to offer competitive salaries to teachers with
strong math backgrounds and qualifications. These graduates
have many career options, and this forces them to look for
alternative well paying jobs. In this case, insufficient pay and
incentives are the cause of inadequate supply of math teachers.
Until all the above contributing factors have been addressed, the

teaching fraternity will continue to be insufficient.
In the US, the debate is shifting from supply to retention. Over
the next two years, the US will require over 2.2 million
teachers. Policy makers have responded to this demand by
increasing the supply of new teachers, but little attention has
been given to training new teachers who will remain in urban
schools; the retention of the existing workforce should also be
addressed (Gray & Behan, 2005). Massive teacher shortages
have been created by policy responses aimed at converting
demographic trends such as teachers’ retirements and increased
student enrollment. Many of the young, best and brightest
teachers are likely to leave. The policy makers should study
reasons for this exit at the micro level and address the specific
concerns of the teachers. This will help the conversation to
move to the macro level. Factors at micro level include the
salaries and supportive workplace environments.
Professionalizing the teachers will create more learning
opportunities and career advancement for them.
Teachers serving poor minorities in urban centers face a myriad
of challenges related to the fact that children are living in
poverty stricken areas. These children are likely to be taught by
less experienced and less qualified teachers. Most of these
schools’ employ novice teachers, and there is a need to provide
the necessary support and incentives to lure and preserve the
best talents (Liu, Joseph, Khalil, Rosenstein, Aubrie, & Khalil,
2008). Students from these schools suffer from significant
disadvantages in elements such as funding and parental love.
These students come from societies characterized by gang
violence and highest rates of school drop outs and pregnancies.
There is a need to place the most qualified and experienced
teachers in these areas to handle these schools. It will help
attract and retain the best talents who will be able to neutralize
these difficulties and provide the best education in unfriendly
environment.
A survey published by Durham University reported the reasons
why active teachers were considering leaving the profession in

the next decade. 27% of the teachers sampled were considering
quitting teaching professions while 3% were undecided. The
responses were similar, and more than 86% of them said
workload, family responsibilities, stress, and pupil behaviors
were the main grounds for considering quitting (Quartz, 2008).
This analysis was used to identify the categories of suggestions
to improve the teachers’ welfare. These categories are: school
management, finances, flexibility, society’s view, workload and
work conditions.
In an article published by William Peterson University, Paterson
Teachers for Tomorrow (PT4T) project was created to lure
gifted high school students from Peterson to teaching careers
and preparing them for teaching professions. This project aimed
at solving educational policies on recruitment and retention of
teachers. The project sought to understand the factors that
constitute teachers’ competence and ethnic match between the
teacher’s stakeholders and dispositions to teach all the students.
PT4T also trained teachers to survive in poor urban districts, by
giving them a strong knowledge base and ability to teach in
different ways and their commitment to their parents, students
and the community they serve.
In this analysis, teachers gave a view on the shortage subjects in
the UK with views on recruitment and retention. Salary emerged
as the most influential factor affecting teachers’ recruitment
were both quantitative and qualitative people’s behavior and
workload. These factors emerged as the most dissuading issues
to teachers to remain in the profession. Any policy drafted to
improve teachers’ recruitment and retention in the UK must take
into account these factors.
Teacher shortages in U.K and U.S are caused by social-
economic changes which threaten the future of education in
many first world countries (Monk, 2007). Literature review
indicates the shortage of STEM teachers, design and home
economics fields is the worst. A report by Northern Ireland
Teachers Education Committee (NITEC) revealed that the
country had experienced an acute shortage of teacher’s

enrollment for STEM which was insufficient to meet the
national demand. STEM teachers seem to be older than teachers
in other subject areas.
The statistics indicated that between 1995 and 2000 the average
number of recruitment fell from 530 to 360 for STEM teachers.
Lack of graduates taking these courses presents future
problems. A study released by Northern Ireland Steering Group
for Numeracy, at least more than 20 mathematics posts were
unfilled in post primary institutions due to difficulties in
recruiting teachers for these subjects. Technology and design
fields were facing acute shortages over the last decade. There
was a significant reduction in new students in STEM training
institutions, which have led to the current shortage in supply.
Teachers shortage begun in the early 1980s, particularly in
urban areas. Currently, urban districts lose one-sixth of newly
hired teachers within their first five years of the service.
Educators are expected to examine the selection process of
students joining teacher's training institutions, recruitment, and
retention (Monk, 2008). In urban schools, differences in social-
cultural identities between the students and educators affect
retention and success of a hiring process. Most of the
kindergarten teachers are middle-class women from rural and
suburban areas while more than 40% of the students are children
of color living in poverty stricken areas. Less than 20% of the
teachers are fluent in foreign languages. In 2000, there were
less than 2 million limited English proficient teachers, and the
number keeps on rising due to immigration. This may affect
teacher retention and quality of education delivered to the
students.
Urban schools have a high student population, subjected to
different social, economic and political disparities and due to
immigration, political differences and economic diversity.
Population diversity and economic challenges have led to
segregated schools with dilapidated infrastructure and large
student populations. These schools face minimal levels of
performance, parental participation, discipline, student health

and inadequate learning resources. These factors affect the
teachers’ performances, motivation and retention in these
schools. Social and cultural awareness is critical for a teacher’s
success in an urban setting. This is an affirmation of one’s own
cultural identity. The teachers also possess strong contextual
interpersonal skills which enable them to perceive and respond
to challenges of the urban environment. This calls for proper
and in-depth training of teachers preparing them for urban
settings.
The national audit office report indicated a teacher recruitment
crisis in the UK. The department of education failed to reach its
targets in the last ten years, and the published vacant positions
and temporarily filled positions have doubled between 2011 and
2014. Understanding the primary cause of teacher shortages is
essential in addressing these issues. The number of pupils has
been increasing. In 2015, the number of UK teachers rose by
1.3% from 507, 000 to 512, 500. However, more students are
enrolled than ever before. The rate of teacher recruitment has
failed to correspond to the rate of new pupil recruitment in
schools leading to teacher shortages. Training institutions are
churning out a sustainable number of graduate teachers, but the
graduates are finding jobs elsewhere.
Research by National Bureau of Economic Research on the
30,000 US schools reported that teachers hired during hard
economic times recorded better results. The study noted that
more talented staff are attracted to the teaching profession
during these times. Schools taught by teachers hired during a
recession improved their performance. The study also noted that
higher pay would improve the quality of the teaching. During
recession time, other careers seem insecure, with limited
opportunities emerging or could have reduced pay which would
push the best talents to the stable teaching profession. Every
government should use the recession window to hire new
teachers who would otherwise have chosen a different career
path.
In the UK, teacher’s recruitment has changed. Education

Secretary Michael Gove undertook radical reforms, especially
on teachers training. He restructured funding and recruitment
targets to promote school direct route. This increased pressure
on schools to train young graduates. Many schools were not
prepared for teachers training, and this has led to direct school
quotas being missed. This model is in transition and the right
model to address the current challenges is yet to be realized.
In conclusion, both the US and UK education sectors are in
crises of shortage of quality teachers. In both countries, there
are acute shortages of STEM teachers and each state has
implemented different policies to address the challenge.
Implemented policies are aimed at attracting and retaining the
best talents in the teaching profession (Barmby, 2006). The
main challenges facing teaching fraternity are low remuneration
and poor working conditions. Education administrators have a
role in ensuring all the students get quality education,
especially STEM. Attraction and retention can be achieved
through giving incentives such as grants, improved
remuneration, and interest-free loans.
Teachers are responsible for creating the future of students and
society. They are the ones who encourage students and help
them in understanding the concept and how to use those
concepts to be successful in life. Teacher are a very important
asset of every society so their needs should be fulfilled and
special attention should be given to their needs so that they can
provide better education and ways of learning to our children.
In this analysis, teachers gave a view on the shortage subjects in
the UK with views on recruitment and retention. Moreover,
salary was seen as the most influential factor affecting teachers’
recruitment. This affected both quantitative and qualitative
people’s behavior and workload. These factors emerged as the
most dissuading issues to teachers to remain in the profession.
Any policy drafted to improve teachers’ recruitment and
retention in the UK must take these factors into account.
On the other hand, in the United States Education Commission
of the States May 2016 reported that several incentives were

used to acquire more teachers in reference to the causes and
circumstances leading to the shortage. These included;
alternative certification, financial incentives, mentorship and
induction, teacher leadership, assessment, and feedback. This
enhanced motivation and appreciation of teachers is so as to
maintain them in the course.
Researchers in the US and the UK have recorded a shortage of
quality teachers and have come to the unanimous conclusion
that quality teachers have significant influence on student
learning. For this reason, it is permitted to assume that everyone
agrees to what is meant by quality teachers. The word quality is
hugely value-oriented such that individual’s reference for
quality may differ but still be legitimate. The characterization
of quality teachers varies with the interests and perspectives of
a writer.
From the above illustrations, it is clear there is a crisis called
‘Quality teacher Shortage’. This has plagued both the US and
the UK equally and almost with similar magnitude. The
difference of how the problem ousted depends on the policies
and responsiveness of the governments towards this epidemic.
Different approaches should be recommended but which have a
point of intersection for both the US and UK. In the UK, to
solve the problem of shortage of quality teachers, several
measures should be pursued for long and short term use. First,
provision of subject specific and high quality continued
professional development. Second is to strengthen the career
path of subject specialists. Third is to establish a national
standard of defining subject specialism. Fourth, teaching
college establishment. Fifth is career support and mentoring
networks for students and teachers. Last but not least, financial
incentives (Ingersoll, & Smith, 2003). In the US, the policies
that should be implemented include: alternative certification,
financial incentives, mentorship and induction, teacher
leadership, assessment, and feedback.

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