This document discusses teacher motivation and demand projections related to achieving SDG targets. It notes that sub-Saharan Africa and Southern Asia will need most new teachers by 2030. It outlines SDG indicators on trained teachers, qualified teachers, teacher motivation, and teacher support. It notes challenges in measuring these indicators consistently across countries. Next steps discussed include aligning UIS data collection with SDG monitoring, developing measurement methodologies, assessing capacity needs, and advocating for improved national teacher data.

1. UIS relevant work on teacher’s motivation
Said Ould Voffal
UNESCO Institute for Statistics (UIS)
9th International Policy Dialogue Forum
Siem Reap, Cambodia, 3-7 December 2016

2. Projection of Teacher demand
7
15
21
3
3
3
9
19
27
13
15
17
10
22
18
34
24
44
0
5
10
15
20
25
30
35
40
45
Totalrecruitmentneeded(inmillions)
Replacement for attrition (primary education)
Staffing new classrooms (primary education)
Replacement for attrition (secondary education)
Staffing new classrooms (secondary education)
Total
By 2020 By 2025 By 2030

3. Sub-Saharan Africa and Southern Asia account
for 76% (14.6 M) of new teachers needed
0.5 0.8 0.5
2
2 2
5 5 5
2
3 4
5
6
7
5
3
7
5
4
8
5
5
9
0
1
2
3
4
5
6
7
8
9
10
Newteachingpostsneeded(inmillions)
Southern Asia (primary) Other developing regions (primary)
Sub-Saharan Africa (primary) Southern Asia (secondary)
Other developing regions (secondary) Sub-Saharan Africa (secondary)
By 2020 By 2025 By 2030
0.3 0.20.2

4. Teachers in the global SDG indicator framework
Target/means of implementation Global indicators

5. SDG 4.c target’ indicators
Measure 4 concepts:
• Teacher academic qualifications
• Teacher training
• Teacher motivation
• Teacher support along their career

6. SDG Indicator on trained teachers
Source: Education 2030 Framework for Action
• 4.c.1 Percentage of teachers in: (a) pre-primary; (b) primary; (c) lower
secondary; and (d) upper secondary education who have received at least
the minimum organized teacher (e.g. pedagogical training) pre-service or
in-service required for teaching at the relevant level in a given country
• 4.c.2 Pupil-trained teacher ratio by education level
 Minimum training requirements can vary widely from one country
to the next.
 Further work would be required if a common standard for
teacher training is to be applied across countries.

7. SDG Indicators on qualified teachers
Source: Education 2030 Framework for Action
• 4.c. 3 Percentage of teachers qualified according to national
standards by education level and type of institution
• 4.c.4 Pupil/qualified teacher ratio by education level
 It is important to note that national academic qualification
requirements can vary from one country to the next.
Further work would be required if a common standard for academic
qualifications is to be applied across countries

8. SDG Indicators on teacher motivation
• 4.c.5 Average teacher salary relative to other professions requiring
a comparable level of qualification
• 4.c.6 Teacher attrition rate by education level
This indicator does not provide information about the reasons why
teachers leave the profession. Analysis of factors leading to teacher
attrition usually requires detailed data collection (e.g. survey of
teachers who have left the profession, annual school censuses) which
may be challenging due to low response rates or large numbers of
teachers leaving the profession for unknown reasons.

9. SDG Indicators on teacher support
• 4.c.7 Percentage of teachers who received in-service training in
the last 12 months by type of training

10. Rate of data availability at national level by
indicator (based on a UIS survey)
94
89
85
76
53
51
41
4.c.3- Percentage of qualified teachers
4.c.2- Pupil-trained teacher ratio
4.c.4- Pupil-qualified teacher ratio
4.c.1- Percentage of trained teachers
4.c.7- Teachers' training in the last 12 months
4.c.6- Teachers' attrition rate
4.c.5- Teacher salary relative to other professions Global indicator
Thematic indicator

11. 1. Two teachers-specific surveys launched in 2015:
• Global module on teachers collectin additional data on teacher’s
characteristics and working conditions
• Asia regional module on teachers recruitement and deployment at
sub-national level-to measure issues related to equity
• Data and indicators from these modules are currently published on UIS
website
2. Since 2008, projection of teacher’s demand
3. UIS analytical reports on teachers (www.uis.unesco.org)
UIS work and products related to teacher motivation

12. Challenges in production and use of
data on teachers at the national level
• Reliability and accuracy of teacher counts across education
levels, especially disaggregating lower and upper secondary
• Coverage by types of institutions can be problematic –
missing teachers working in private and non-formal
providers
• Indicators on training and qualifications often not
comparable across or within countries due to different
standards
• Missing data on types of education expenditure related to
teachers
• Teacher-related data remain under-exploited though
available (e.g., individual characteristics, etc.)

13. Next steps
• UIS to align its data collection on the need for SDG monitoring-starting from 2017
• UIS with the Technical Cooperation Group to further develop the indicators-
especially the ones on teacher’s motivation and support.
• Developing the right methodologies
• Construct taxonomies of qualifications and training
• Measurement tools, metric, background data collection instruments
• Assessing national capacity needs
• Map national technical expertise for the collection and use of data
• Mobilising partners and stakeholders
• Advocate for improved data
• Share good practices in measurement
• Ensuring impact on policy – data that make a difference