Teacher shortage in Armenia, case study. Commissioned by UNICEF Armenia. Major issues: recruitment into teaching, low salaries, transition from student to work, ageing, feminization of teaching profession, teacher development.
This document summarizes changes to regulations governing assistance for educating children with disabilities. Major changes include revising definitions of terms like "child with a disability" and "highly qualified special education teacher." The regulations also add new provisions around assistive technology, routine device checks, and requirements for educating parentally-placed private school children with disabilities.
This document discusses mathematics teacher preparation and professional development in Singapore. It outlines Singapore's approach which includes selecting top students to become teachers, emphasizing pedagogical and content knowledge in pre-service teacher education programs, and providing ongoing professional development for in-service teachers through professional learning communities and 100 hours of training per year. The goal is to develop teachers' capacity to continuously improve their practice and enhance student learning.
This document discusses hybrid learning in mathematics. It describes hybrid learning as involving interactions between teachers and students, students and themselves, and students with each other. It also discusses key elements of mathematics like skills, knowledge and understanding. The document proposes that hybrid learning can provide transformative learning experiences through the successful integration of technology, like gamification of mathematics lessons which can engage and empower learners.
QED 523 - What does it mean to be a teacher Goh Bang Rui
What does it mean to be a teacher?
These slides aim to explain what does it mean to be a teacher in Singapore from a perspective from a teacher-to-be while reflecting the viewpoints of the ministry as well as contrarians.
S3 SS Handout 1 - Bonding Singapore (Teacher)LEEENNA
This document summarizes three key challenges to Singapore's social cohesion: 1) Managing perceptions between different racial groups to prevent outbreaks of violence, as seen in the 1964 racial riots. 2) Managing perceptions between different religious groups to prevent disputes, as seen in the 1950 Maria Hertogh riots. 3) External threats from terrorism that can test social bonds and divide Singaporeans, as seen from the arrests of Jemaah Islamiyah members in Singapore since 2001 who targeted Western establishments. The document asks students which challenge is most difficult and why.
Tutorial 2 The Professionals In Education Simon & Habermasaed105tg24
The document discusses concepts from Herbert Simon and Jurgen Habermas related to education. Simon viewed education as a science of design, with educators as designers who nurture creativity. Habermas saw a need for communicative action to prevent the "colonization" of society's lifeworld by systems of money and power, which could undermine education's purposes. The document also outlines challenges schools face regarding diversity vs. uniformity and other issues, and implications for educational policymakers and teachers.
This document compares the primary science teacher preparation programs in Malaysia and Singapore. It finds that while both countries' programs require a bachelor's degree, the Malaysian program (IPG) focuses more on educational practices and character building while the Singaporean program (NIE) emphasizes academic content knowledge and research. Both include teaching practicums, but NIE's is longer at 22 weeks compared to IPG's 32 weeks. Overall the programs show similarities in their goals to improve teacher quality but differences in their curricular approaches.
The document discusses Singapore's bilingual education policy, which aims to establish English as the main language of instruction while maintaining the mother tongues of the major ethnic groups - Mandarin, Malay, and Tamil. The policy is intended to develop students' language skills and cultural heritage. It requires all students to learn English as well as their designated mother tongue. The policy has been largely successful, with Singaporean students demonstrating strong English abilities and high academic achievement on international assessments. However, some minority groups struggle more with adopting English as the home language.
This document summarizes changes to regulations governing assistance for educating children with disabilities. Major changes include revising definitions of terms like "child with a disability" and "highly qualified special education teacher." The regulations also add new provisions around assistive technology, routine device checks, and requirements for educating parentally-placed private school children with disabilities.
This document discusses mathematics teacher preparation and professional development in Singapore. It outlines Singapore's approach which includes selecting top students to become teachers, emphasizing pedagogical and content knowledge in pre-service teacher education programs, and providing ongoing professional development for in-service teachers through professional learning communities and 100 hours of training per year. The goal is to develop teachers' capacity to continuously improve their practice and enhance student learning.
This document discusses hybrid learning in mathematics. It describes hybrid learning as involving interactions between teachers and students, students and themselves, and students with each other. It also discusses key elements of mathematics like skills, knowledge and understanding. The document proposes that hybrid learning can provide transformative learning experiences through the successful integration of technology, like gamification of mathematics lessons which can engage and empower learners.
QED 523 - What does it mean to be a teacher Goh Bang Rui
What does it mean to be a teacher?
These slides aim to explain what does it mean to be a teacher in Singapore from a perspective from a teacher-to-be while reflecting the viewpoints of the ministry as well as contrarians.
S3 SS Handout 1 - Bonding Singapore (Teacher)LEEENNA
This document summarizes three key challenges to Singapore's social cohesion: 1) Managing perceptions between different racial groups to prevent outbreaks of violence, as seen in the 1964 racial riots. 2) Managing perceptions between different religious groups to prevent disputes, as seen in the 1950 Maria Hertogh riots. 3) External threats from terrorism that can test social bonds and divide Singaporeans, as seen from the arrests of Jemaah Islamiyah members in Singapore since 2001 who targeted Western establishments. The document asks students which challenge is most difficult and why.
Tutorial 2 The Professionals In Education Simon & Habermasaed105tg24
The document discusses concepts from Herbert Simon and Jurgen Habermas related to education. Simon viewed education as a science of design, with educators as designers who nurture creativity. Habermas saw a need for communicative action to prevent the "colonization" of society's lifeworld by systems of money and power, which could undermine education's purposes. The document also outlines challenges schools face regarding diversity vs. uniformity and other issues, and implications for educational policymakers and teachers.
This document compares the primary science teacher preparation programs in Malaysia and Singapore. It finds that while both countries' programs require a bachelor's degree, the Malaysian program (IPG) focuses more on educational practices and character building while the Singaporean program (NIE) emphasizes academic content knowledge and research. Both include teaching practicums, but NIE's is longer at 22 weeks compared to IPG's 32 weeks. Overall the programs show similarities in their goals to improve teacher quality but differences in their curricular approaches.
The document discusses Singapore's bilingual education policy, which aims to establish English as the main language of instruction while maintaining the mother tongues of the major ethnic groups - Mandarin, Malay, and Tamil. The policy is intended to develop students' language skills and cultural heritage. It requires all students to learn English as well as their designated mother tongue. The policy has been largely successful, with Singaporean students demonstrating strong English abilities and high academic achievement on international assessments. However, some minority groups struggle more with adopting English as the home language.
Registered Teacher Criteria and e-learningdigiadvisors
This document provides examples of how e-learning can support registered teacher criteria in New Zealand. It discusses how digital tools can be used to establish relationships, promote student well-being, demonstrate bicultural commitment, engage in professional learning, show leadership, plan effective learning programs, promote collaboration and support diverse students. Specific tools and strategies are suggested for each criteria, such as using blogs/wikis to involve families, online networks for professional development, and digital media that affirms cultural identity.
This document outlines the criteria and scoring system used to evaluate candidates for teaching positions. It discusses the following criteria: performance ratings, experience, outstanding accomplishments, education and training, potential, psychosocial attributes, and demonstration teaching. Points are assigned to each criterion, such as 35 points for performance ratings, 5 points for experience, and 20 points for outstanding accomplishments. Requirements are provided for each section, such as years of experience and level of education. The document also addresses promotion requirements, reclassification procedures, and documents needed for application.
This document provides guidelines for hiring Teacher I positions for the 2015-2016 school year. It outlines the application process, requirements, and evaluation criteria. Applicants will be evaluated based on their education, teaching experience, licensure exam results, specialized training, interview, demonstration teaching, and communication skills. Screening committees at the school and division level will verify documents, evaluate applicants, and create a registry of qualified applicants. The goal is to hire highly competent teachers and uphold the Department of Education's mandate to improve the teaching profession.
Guidelines in the promotion for master teacherschiriter
The document outlines the guidelines for promotion to Master Teacher positions in the Philippines. It establishes four levels of Master Teacher based on salary grade. It provides criteria for promotion to each level, including education requirements, performance ratings, years of experience, and points in leadership, potential and achievement. The document also specifies quota limits for the number of Master Teacher positions allowed based on the number of authorized teaching positions in a given school or district.
Singapore has a strong education system focused on academic achievement. Education is compulsory from primary school through secondary school. The primary languages of instruction are English and mother tongue (Chinese, Malay, or Tamil). There are programs for gifted students as well as support for students needing extra help. After secondary school, students can attend junior college, polytechnic, or vocational schools in preparation for university. While inclusive education is not mandatory, there are special schools and programs for students with special needs.
The magna carta for public school teachers.pptx 71615giron_2015
This document outlines the Magna Carta for Public School Teachers Act which establishes policies to improve the status and working conditions of public school teachers in the Philippines. Some key points include:
- Setting minimum educational qualifications for teachers and standards for recruitment, probation periods, and job security.
- Regulating transfers, disciplinary procedures, and prohibiting discrimination.
- Establishing guidelines for work hours, salaries, allowances, leaves, and retirement benefits.
- Protecting teachers' rights to organize and ensuring freedom from coercion by their organizations.
The act aims to make teaching positions more attractive and stabilize teacher employment through various protections and benefits.
Corina Garcia is applying for an open elementary teacher position at Liceo de Pakil. She recently graduated with a Bachelor's in Elementary Education from Laguna State Polytechnic University in 2009. During her studies, she participated in practice teaching programs to become an efficient and effective teacher. She requests an interview for the open position.
This document provides a literature review on effective approaches for teaching reading. It finds that direct, systematic phonics instruction contributes significantly more to children's reading development compared to alternative approaches. For beginning readers, effective practices include explicit instruction in phonemic awareness, phonics, fluency, vocabulary and comprehension. The review emphasizes the need for evidence-based teacher education and professional development focused on diagnostic assessment and teaching reading through an integrated approach. It concludes that teacher quality is vital for ensuring all students receive instruction using demonstrated effective practices.
This document provides a literature review on effective approaches for teaching reading. It begins with background on the importance of literacy and the context of literacy instruction. Some key points:
- Literacy is critical for educational success and overcoming disadvantage. While Australian students perform well compared internationally, some still struggle with reading.
- The review aims to analyze research on effective literacy teaching, especially for struggling readers, and examine teacher preparation.
- Constructivism has influenced teaching but lacks evidence for students with difficulties. Explicit, systematic phonics instruction helps all students most, especially early readers.
- Effective reading instruction integrates phonemic awareness, phonics, fluency, vocabulary and comprehension lessons. High-quality teacher education
A Study To Examine Parents Participation In The Learning Process Of Their Ch...Sara Parker
This document discusses a study examining parental participation in children's learning at Eembaxu Combined School in Namibia's Ohangwena region. The study aims to establish the extent to which parents are involved in their children's education. Data was collected through questionnaires with teachers and learners and interviews with parents. Key findings included that parents were not regularly attending school meetings or helping children with homework. Both teachers and parents agreed more could be done to motivate and train parents to better support their children's learning. Challenges preventing parental involvement included low self-esteem and alcohol abuse among parents. The study makes recommendations for the school and Ministry of Education to strengthen communication between home and school and provide parents with skills to aid their
This document is a 22,000 word dissertation submitted by a student named James Mason for their MA in Sport & Development. The dissertation aims to qualitatively evaluate the mechanisms that underpin learning through EduMove maths and literacy interventions in Southampton primary schools from a teacher's perspective. The dissertation includes an abstract, introduction providing context on EduMove and the research topic, a literature review on concepts of learning, learning theories and styles, and barriers to active learning. It also describes the research methodology, presents results and discussion of teacher interviews, and provides a conclusion with recommendations. The key findings are that teachers viewed EduMove's adaptable nature, group interventions, ability to engage pupils, and child led activities as the main reasons that underpin
The document outlines an assessment plan to evaluate the Instructional Supervision Program in Oman. It will evaluate the program using a nine step model that includes: 1) defining the purpose and scope of the evaluation; 2) specifying evaluation questions; 3) designing the evaluation; 4) creating a data collection plan; 5) collecting data through surveys and interviews of supervisors and teachers; 6) analyzing the data; 7) documenting findings; 8) disseminating results; and 9) providing feedback for program improvement. The evaluation aims to assess the effectiveness of instructional supervision in teaching and the supervisors' training. It will answer whether instructional supervision plays an essential role in the learning process in Oman.
Teaching Cooperative Learning The Challenge For Teacher Educationlightblue2010
This document summarizes 10 chapters from a book on teaching cooperative learning in teacher education programs. The chapters describe various programs that integrate cooperative learning into their curriculum. Some key aspects covered across multiple programs include:
- Using experiential learning approaches where preservice teachers experience cooperative learning methods in their own courses before teaching them.
- Ensuring preservice teachers master specific cooperative learning skills and strategies.
- Having faculty model collaboration in planning and designing cooperative learning elements of the programs.
- Building programs on a philosophical foundation aligned with cooperative learning values like social justice.
The document discusses common features found across different teacher education programs for integrating cooperative learning, including the importance of experiential learning, skill development
- Teacher education refers to programs that train people to become teachers. It encompasses teaching skills, pedagogy, motivation for teaching, and sensitivity to contemporary issues.
- The aims of teacher education are to develop competent, committed and qualified teachers.
- The objectives of teacher education in India include developing understanding of learners and the learning process, enabling reflective practice, and preparing teachers for various educational levels from pre-primary to higher education.
This document summarizes a study on how masculinities are constructed and manifested in discrimination towards girls in rural schools in southern Bangladesh. The study had the objectives of identifying masculine and feminine traits promoted in students, examining how taught roles lead to discrimination against girls, and revealing the role of teachers and staff in shaping masculinity. It used qualitative methods like focus groups with students, teachers, and guardians at two secondary schools. The education system in Bangladesh consists of primary, junior secondary, secondary, and higher secondary levels. Students are first socialized at home, then schools continue the socialization process in constructing gender roles and identities. The study findings relate to various ways masculinity is constructed and promoted at the expense of femininity
The Evaluation of Teaching Practice from the Perspective of Cooperating Teachersijtsrd
Teacher education is the bedrock of the quality of the educational system of every country. For this quality to be realized, it is important to constantly monitor the stages theoretical, teaching practice, research project involved in teacher education. This study sought to investigate the effectiveness of the teaching practice stage of the teacher education programme in the University of Buea from the perspective of cooperating teachers. More specifically, the study sought to determine from the perceptions of cooperating teachers on whether student teachers command a mastery of the subjects they teach. The research methodology used was a survey of the opinions of 194 cooperating teachers selected through the simple random sampling technique. The subjects completed a self-response questionnaire made up of open and closed-ended items. Data analysis was done using the Statistical Package for the Social Sciences to obtain frequencies, simple percentages, mean scores, and standard deviations were used. The results obtained revealed that participants were divided in their opinions ON the objective that guided the study. Based on these findings, recommendations were made to guide relevant practice, policy and research. Ambei Moses Chu "The Evaluation of Teaching Practice from the Perspective of Cooperating Teachers" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd20290.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/20290/the-evaluation-of-teaching-practice-from-the-perspective-of-cooperating-teachers/ambei-moses-chu
This thesis examines education students' perceptions of the professional qualities of their teachers at the City University of Pasay. It analyzes survey results from 150 BEEd and 150 BSE students regarding their teachers' knowledge, skills, and attitudes. Some key findings include: BEEd students most valued teachers with updated curriculum knowledge and decision-making skills, and a passion for teaching. BSE students placed highest importance on subject knowledge impartation and communication skills, also valuing passion. Overall, students saw passion and content expertise as the most important teacher professional qualities.
Registered Teacher Criteria and e-learningdigiadvisors
This document provides examples of how e-learning can support registered teacher criteria in New Zealand. It discusses how digital tools can be used to establish relationships, promote student well-being, demonstrate bicultural commitment, engage in professional learning, show leadership, plan effective learning programs, promote collaboration and support diverse students. Specific tools and strategies are suggested for each criteria, such as using blogs/wikis to involve families, online networks for professional development, and digital media that affirms cultural identity.
This document outlines the criteria and scoring system used to evaluate candidates for teaching positions. It discusses the following criteria: performance ratings, experience, outstanding accomplishments, education and training, potential, psychosocial attributes, and demonstration teaching. Points are assigned to each criterion, such as 35 points for performance ratings, 5 points for experience, and 20 points for outstanding accomplishments. Requirements are provided for each section, such as years of experience and level of education. The document also addresses promotion requirements, reclassification procedures, and documents needed for application.
This document provides guidelines for hiring Teacher I positions for the 2015-2016 school year. It outlines the application process, requirements, and evaluation criteria. Applicants will be evaluated based on their education, teaching experience, licensure exam results, specialized training, interview, demonstration teaching, and communication skills. Screening committees at the school and division level will verify documents, evaluate applicants, and create a registry of qualified applicants. The goal is to hire highly competent teachers and uphold the Department of Education's mandate to improve the teaching profession.
Guidelines in the promotion for master teacherschiriter
The document outlines the guidelines for promotion to Master Teacher positions in the Philippines. It establishes four levels of Master Teacher based on salary grade. It provides criteria for promotion to each level, including education requirements, performance ratings, years of experience, and points in leadership, potential and achievement. The document also specifies quota limits for the number of Master Teacher positions allowed based on the number of authorized teaching positions in a given school or district.
Singapore has a strong education system focused on academic achievement. Education is compulsory from primary school through secondary school. The primary languages of instruction are English and mother tongue (Chinese, Malay, or Tamil). There are programs for gifted students as well as support for students needing extra help. After secondary school, students can attend junior college, polytechnic, or vocational schools in preparation for university. While inclusive education is not mandatory, there are special schools and programs for students with special needs.
The magna carta for public school teachers.pptx 71615giron_2015
This document outlines the Magna Carta for Public School Teachers Act which establishes policies to improve the status and working conditions of public school teachers in the Philippines. Some key points include:
- Setting minimum educational qualifications for teachers and standards for recruitment, probation periods, and job security.
- Regulating transfers, disciplinary procedures, and prohibiting discrimination.
- Establishing guidelines for work hours, salaries, allowances, leaves, and retirement benefits.
- Protecting teachers' rights to organize and ensuring freedom from coercion by their organizations.
The act aims to make teaching positions more attractive and stabilize teacher employment through various protections and benefits.
Corina Garcia is applying for an open elementary teacher position at Liceo de Pakil. She recently graduated with a Bachelor's in Elementary Education from Laguna State Polytechnic University in 2009. During her studies, she participated in practice teaching programs to become an efficient and effective teacher. She requests an interview for the open position.
This document provides a literature review on effective approaches for teaching reading. It finds that direct, systematic phonics instruction contributes significantly more to children's reading development compared to alternative approaches. For beginning readers, effective practices include explicit instruction in phonemic awareness, phonics, fluency, vocabulary and comprehension. The review emphasizes the need for evidence-based teacher education and professional development focused on diagnostic assessment and teaching reading through an integrated approach. It concludes that teacher quality is vital for ensuring all students receive instruction using demonstrated effective practices.
This document provides a literature review on effective approaches for teaching reading. It begins with background on the importance of literacy and the context of literacy instruction. Some key points:
- Literacy is critical for educational success and overcoming disadvantage. While Australian students perform well compared internationally, some still struggle with reading.
- The review aims to analyze research on effective literacy teaching, especially for struggling readers, and examine teacher preparation.
- Constructivism has influenced teaching but lacks evidence for students with difficulties. Explicit, systematic phonics instruction helps all students most, especially early readers.
- Effective reading instruction integrates phonemic awareness, phonics, fluency, vocabulary and comprehension lessons. High-quality teacher education
A Study To Examine Parents Participation In The Learning Process Of Their Ch...Sara Parker
This document discusses a study examining parental participation in children's learning at Eembaxu Combined School in Namibia's Ohangwena region. The study aims to establish the extent to which parents are involved in their children's education. Data was collected through questionnaires with teachers and learners and interviews with parents. Key findings included that parents were not regularly attending school meetings or helping children with homework. Both teachers and parents agreed more could be done to motivate and train parents to better support their children's learning. Challenges preventing parental involvement included low self-esteem and alcohol abuse among parents. The study makes recommendations for the school and Ministry of Education to strengthen communication between home and school and provide parents with skills to aid their
This document is a 22,000 word dissertation submitted by a student named James Mason for their MA in Sport & Development. The dissertation aims to qualitatively evaluate the mechanisms that underpin learning through EduMove maths and literacy interventions in Southampton primary schools from a teacher's perspective. The dissertation includes an abstract, introduction providing context on EduMove and the research topic, a literature review on concepts of learning, learning theories and styles, and barriers to active learning. It also describes the research methodology, presents results and discussion of teacher interviews, and provides a conclusion with recommendations. The key findings are that teachers viewed EduMove's adaptable nature, group interventions, ability to engage pupils, and child led activities as the main reasons that underpin
The document outlines an assessment plan to evaluate the Instructional Supervision Program in Oman. It will evaluate the program using a nine step model that includes: 1) defining the purpose and scope of the evaluation; 2) specifying evaluation questions; 3) designing the evaluation; 4) creating a data collection plan; 5) collecting data through surveys and interviews of supervisors and teachers; 6) analyzing the data; 7) documenting findings; 8) disseminating results; and 9) providing feedback for program improvement. The evaluation aims to assess the effectiveness of instructional supervision in teaching and the supervisors' training. It will answer whether instructional supervision plays an essential role in the learning process in Oman.
Teaching Cooperative Learning The Challenge For Teacher Educationlightblue2010
This document summarizes 10 chapters from a book on teaching cooperative learning in teacher education programs. The chapters describe various programs that integrate cooperative learning into their curriculum. Some key aspects covered across multiple programs include:
- Using experiential learning approaches where preservice teachers experience cooperative learning methods in their own courses before teaching them.
- Ensuring preservice teachers master specific cooperative learning skills and strategies.
- Having faculty model collaboration in planning and designing cooperative learning elements of the programs.
- Building programs on a philosophical foundation aligned with cooperative learning values like social justice.
The document discusses common features found across different teacher education programs for integrating cooperative learning, including the importance of experiential learning, skill development
- Teacher education refers to programs that train people to become teachers. It encompasses teaching skills, pedagogy, motivation for teaching, and sensitivity to contemporary issues.
- The aims of teacher education are to develop competent, committed and qualified teachers.
- The objectives of teacher education in India include developing understanding of learners and the learning process, enabling reflective practice, and preparing teachers for various educational levels from pre-primary to higher education.
This document summarizes a study on how masculinities are constructed and manifested in discrimination towards girls in rural schools in southern Bangladesh. The study had the objectives of identifying masculine and feminine traits promoted in students, examining how taught roles lead to discrimination against girls, and revealing the role of teachers and staff in shaping masculinity. It used qualitative methods like focus groups with students, teachers, and guardians at two secondary schools. The education system in Bangladesh consists of primary, junior secondary, secondary, and higher secondary levels. Students are first socialized at home, then schools continue the socialization process in constructing gender roles and identities. The study findings relate to various ways masculinity is constructed and promoted at the expense of femininity
The Evaluation of Teaching Practice from the Perspective of Cooperating Teachersijtsrd
Teacher education is the bedrock of the quality of the educational system of every country. For this quality to be realized, it is important to constantly monitor the stages theoretical, teaching practice, research project involved in teacher education. This study sought to investigate the effectiveness of the teaching practice stage of the teacher education programme in the University of Buea from the perspective of cooperating teachers. More specifically, the study sought to determine from the perceptions of cooperating teachers on whether student teachers command a mastery of the subjects they teach. The research methodology used was a survey of the opinions of 194 cooperating teachers selected through the simple random sampling technique. The subjects completed a self-response questionnaire made up of open and closed-ended items. Data analysis was done using the Statistical Package for the Social Sciences to obtain frequencies, simple percentages, mean scores, and standard deviations were used. The results obtained revealed that participants were divided in their opinions ON the objective that guided the study. Based on these findings, recommendations were made to guide relevant practice, policy and research. Ambei Moses Chu "The Evaluation of Teaching Practice from the Perspective of Cooperating Teachers" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd20290.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/20290/the-evaluation-of-teaching-practice-from-the-perspective-of-cooperating-teachers/ambei-moses-chu
This thesis examines education students' perceptions of the professional qualities of their teachers at the City University of Pasay. It analyzes survey results from 150 BEEd and 150 BSE students regarding their teachers' knowledge, skills, and attitudes. Some key findings include: BEEd students most valued teachers with updated curriculum knowledge and decision-making skills, and a passion for teaching. BSE students placed highest importance on subject knowledge impartation and communication skills, also valuing passion. Overall, students saw passion and content expertise as the most important teacher professional qualities.
1) A group of interested teachers in Latur, Maharashtra were inspired after visiting innovative educational experiments elsewhere in India.
2) They began experimenting with more active, learner-centered approaches focused on children's interests and experiences rather than traditional textbooks.
3) Over time, through their efforts, the teachers were able to shift from a traditional teacher-centered model to a new system based on active learning and participation. They adapted materials and designed new learning tools to improve the classroom experience.
Inspiring Teachers Newsletter March 2011umavalluri
This newsletter discusses educational changes through excellence in teaching. It announces the launch of TheProfessor.in website with new features. Articles discuss how teachers in Latur, Maharashtra promoted active pedagogy by designing learner-centered classrooms. A book review discusses "Don't Sprint the Marathon" which argues life should not be treated as a race but as an adventure. It also provides interesting links on topics like identifying good teachers, writing resources, and preparing students for careers. A discussion between Ohio State University and an Indian group covered the book "Scientific Teaching" which applies scientific rigor to teaching undergraduate students.
This document provides an overview and key findings from the Third Joint Review Mission of the Rashtriya Madhyamik Shiksha Abhiyan (RMSA) program in India from January 13-27, 2014. The mission focused on teacher management, the Unified District Information System for Education (UDISE) data collection, aided schools, and learning outcomes. Some of the key findings included progress made toward RMSA goals of expanding secondary education access, challenges with UDISE data collection and verification, issues related to teacher recruitment, deployment and capacity building, funding and management challenges for aided schools, and a need to focus on improving learning outcomes. The mission acknowledged the significant work done by teams implementing RMSA across India
Republicanism vs Multiculturalism - A critical analysis of the French system ...Mélanie Rieder
This document provides a summary of a 14,905-word major research project submitted by a candidate to the Sussex School of Education. The research project analyzes the French system of teacher training in the context of forced migration and refugee children. It examines the relevance of critical multicultural education and assesses the extent to which the current French teacher training system incorporates these concepts. The research uses qualitative methods such as documentary analysis, a semi-structured interview, and email exchanges to investigate the topic.
A Study Of The Effectiveness Of Performance Management In Mafikeng High SchoolsKaren Benoit
The document discusses a study on the effectiveness of performance management in Mafikeng high schools. It provides background on the evolution of performance management systems in South African education, from the Developmental Appraisal System introduced in 1998 to the current Integrated Quality Management System. The problem statement notes that many educators view IQMS as an unnecessary waste of time and that the one percent salary increase for meeting targets is too small. The objectives of the study are to establish the impact of performance management and explore ways to improve the system.
Integrated Social Services: Reaching the Most Vulnerable. Training package fo...esahakyan
The document discusses monitoring and evaluating social projects. It defines monitoring as focusing on proper implementation, while evaluation determines if the intended outcomes were achieved. A 3-part framework is provided for evaluating outcomes at the short, medium, and long term levels across changes in knowledge, attitudes, behaviors, and quality of life. The evaluation also considers appropriateness across dimensions like effectiveness, relevance, accessibility, acceptability, timeliness, transparency, and sustainability. Criteria are outlined for assessing each dimension.
Integrated Social Services: Reaching the Most Vulnerable. Training package fo...esahakyan
This document discusses tools and techniques for case managers, including gathering information to create a well-structured social dossier. It describes compiling a dossier that includes information on the client's social network and community resources, as well as a shared social project and assessment of the client's personal and social resources. A map of social resources is also discussed to identify available services and cooperation agreements.
Integrated Social Services: Reaching the Most Vulnerable. Training package fo...esahakyan
This document provides an overview of community networks and case management. It discusses how communities can be defined based on shared history, relationships, and resources. It also outlines the key dimensions that make up a community's culture, including technological, economic, political, institutional, aesthetic, and conceptual dimensions. The document explains how case management uses a proactive, community-based approach to develop formal and informal support networks to help individuals in need. These networks include services, volunteers, social relationships, and can be mapped to understand available resources and gaps.
Integrated Social Services: Reaching the Most Vulnerable. Training package fo...esahakyan
This document provides an overview of case management training and processes. It discusses:
1. The general flow of the case management methodology involving guiding a coping network through steps to address a social need situation.
2. An example case of a family (Judith's) seeking help for their daughter's behavioral issues. The case manager works to widen the coping network to include informal and formal support members.
3. How a well-developed local social plan can benefit case management work by facilitating collaboration between social services, schools, healthcare services, and community organizations.
Integrated Social Services: Reaching the Most Vulnerable. Training package fo...esahakyan
This document discusses case management training and welcoming social cases. It provides guidance on collecting basic information at the front office, determining priority and making referrals. The key points are:
1) The front office should collect basic information, provide referrals to appropriate units, and arrange appointments with specialists like case managers or for benefits.
2) Staff at the front office must separate their front office role from other duties like case management to maintain clear roles.
3) Referrals are made based on whether the client has an information need, administrative need, or social need requiring a case manager appointment.
Integrated Social Services: Reaching the Most Vulnerable. Training package fo...esahakyan
The document discusses the institutional context needed for effective case management. It states that case management works best where there are existing agreements between social services and other institutions like health, education, and non-profits that the case manager can utilize. A local social plan created by municipalities can outline goals, priorities, and coordination of services to provide the "building blocks" case managers need. The document also emphasizes that case management is most effective when supported by organizational structures that provide oversight of budgets, resources, and outcomes.
Integrated Social Services: Reaching the Most Vulnerable. Training package fo...esahakyan
This document provides an overview of case management training. It defines case management as assisting people in need through a coordinated planning process that combines various social services. The goals of case management are to ensure continuity of care, address all client needs over time, help clients access services, and coordinate service providers. Benefits include a needs-led approach, clear responsibilities, empowering clients, and integrated services. Key aspects of case management include assessing client needs, creating individualized service plans, implementing and monitoring plans, and evaluating outcomes. The document discusses different case management models and the ethics of case managers in advocating for clients.
To r transformation national consultant final externalesahakyan
The document outlines terms of reference for a national consultant to support an international expert in developing transformation plans for two residential care institutions in Armenia. The consultant will facilitate meetings and exchange between stakeholders, support situation analysis and drafting of plans, and monitor implementation. The plans aim to enhance deinstitutionalization by relocating resources from institutions to alternative family-based services. The 12-month part-time role requires expertise in child protection, social services, and deinstitutionalization reform in the post-Soviet region.
UNICEF Armenia "It's about inclusion" Report described the situation of children with disabilities in Armenia. It represents the first major initiative in understanding to what extent children with disabilities in Armenia have access to services and exercise their rights.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
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This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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Answers about how you can do more with Walmart!"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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B. Ed Syllabus for babasaheb ambedkar education university.pdf
Unicef teachers final_eng_mh
1. Teachers: A STUDY ON RECRUITMENT,
DEVELOPMENT AND SALARIES
OF TEACHERS IN ARMENIA
International Education Policy Studies
unite for
children
2. A STUDY ON RECRUITMENT, DEVELOPMENT AND
SALARIES OF TEACHERS IN ARMENIA
International Education Policy Studies
Raisa Belyavina and Ann Wiley
Teachers College, Columbia University, New York
Tigran Tovmasyan
Yerevan State Linguistic University, Armenia
Ruben Petrosyan
Yerevan State University, Armenia
Alvard Poghosyan and Armine Ter-Ghevondyan
UNICEF Armenia
3.
4. Contents
List of Acronyms................................................................................................5
List of Tables and Figures..................................................................................6
Part 1: Background..........................................................................7
1.1 THE UNICEF SIX-COUNTRY STUDY...........................................................8
1.2 THE COMPOSITION AND QUALIFICATIONS OF THE TEACHING
FORCE IN ARMENIA.................................................................................9
1.3 THE TEACHER EDUCATION SYSTEM & RECRUITMENT INTO
TEACHING IN ARMENIA..........................................................................13
1.4 TEACHER RECRUITMENT INTO THE PROFESSION................................15
1.5 LITERATURE REVIEW ON EXISTING TEACHER RESEARCH
STUDIES IN ARMENIA AND THE CEE/CIS..............................................18
Part 2: Research design and methods...........................................21
2.1 SAMPLING DESIGN AND PROCEDURE...................................................22
2.2 SAMPLE CHARACTERISTICS....................................................................22
2.3 SUMMARY OF COLLECTED DATA...........................................................25
2.4 DATA COLLECTION TOOLS AND DATA ANALYSIS..................................26
2.5 LIMITATIONS OF THE STUDY...................................................................27
Part 3: Cross-national comparative analysis..................................31
3.1 TEN-PLUS-ONE INDICATORS FOR TEACHER SHORTAGE
IN ARMENIA.............................................................................................34
3.2 THE MAIN INDICATORS FOR MEASURING TEACHER
QUALITY IN ARMENIA.............................................................................38
3.3 THE ACTUAL WORKLOAD OF TEACHERS IN ARMENIA..........................48
5. Part 4: Country-specific issues related to teacher quality.............55
4.1 TEACHER SURPLUS..................................................................................56
4.2 UNQUALIFIED TEACHERS AND TEACHING PROFESSIONALS...............58
4.3 TEACHER TRAINING AND THE CLASSROOM..........................................58
Part 5: Teacher recruitment, development and retention
policies in Armenia ...........................................................61
5.1 CURRENT CHALLENGES AND POLICIES IN ARMENIA:
AN OVERVIEW..........................................................................................62
5.2 POLICY RECOMMENDATIONS.................................................................63
Appendix A: The Republic of Armenia Law on General Education................68
Appendix B: Countrywide vacancies by subject in 2009...............................75
Appendix C: Summary data on teacher vacancies by marz............................77
References........................................................................................................78
6. List of Acronyms
AMD Armenian Dram (currency)
ASPU Armenian State Pedagogical University
CEE/CIS Central and Eastern Europe and the Commonwealth
of Independent States
EFA Education for All
EQR World Bank Armenia Education Quality and Relevance
Project
HEI Higher Education Institution
MoES Ministry of Education and Science
MoF Ministry of Finance and Economy
NCET National Centre of Education Technologies
NIE National Institute of Education
OECD Organization for Economic Co-operation and
Development
RA Republic of Armenia
SOSAP Staff Optimization and Social Assistance Programme
UNDP United Nations Development Programme
WB World Bank
YSU Yerevan State University
7. List of Tables and Figures
Table 1.1 Number of university students studying to be teachers in state and
private institutions, 2008/2009 ...............................................................................................9
Figure 1.1 Teacher distribution by age group.......................................................................................... 11
Table 1.2 Teachers by age group and location....................................................................................... 10
Figure 1.2 Teacher distribution by subjects, 2008/2009..........................................................................12
Table 1.3 Teacher distribution by subjects, 2008/2009 .........................................................................12
Table 2.1 Number of teacher vacancies and teaching hours by marz..................................................23
Table 2.2 Sample characteristics of the 10 selected schools.................................................................24
Table 2.3 List of interviewees and sample size......................................................................................25
Table 2.4 Summary of interviews and collected data............................................................................26
Table 2.5 Teacher shortage rates: Empirical and official teacher shortage rates ................................28
Table 2.6 Teacher shortages by subject: Gegharkunik and Lori marzes ...............................................29
Table 3.1 Armenia-specific indicators.....................................................................................................34
Table 3.2 Ten-plus-one indicators for teacher shortage in the
Republic of Armenia..................................................................................................................36
Table 3.3 Professionals without pedagogical degrees working as teachers........................................38
Table 3.4 Examples of subjects taught by non-specialist teachers......................................................40
Table 3.5 Qualifications and educational background of teachers.......................................................42
Table 3.6 Ageing teacher population in the sample schools.................................................................43
Table 3.7 Breakdown of teaching load by school ..................................................................................45
Table 3.8 Highest and lowest stavka loads in ten schools ....................................................................49
Table 3.9 Salary compensation scheme for Armenia............................................................................52
Table 4.1 Number of state general education institutions:
Student numbers, 2008/2009…….......................................................................................... 57
9. Part 1
1 Part 1: Background
1.1 THE UNICEF SIX-COUNTRY STUDY
2
In 2009, UNICEF Kyrgyzstan commissioned a study on teacher quality and teacher shortage that greatly
resonated in the education policy community in Kyrgyzstan. The study was also presented at the Central
Asian Forum on Education, organized by UNICEF in September 2009. The study identified 11 indicators
3 for measuring real teacher shortage, including number of teachers, teachers with excessive number of
teaching hours that significantly surpass the normal teaching load, and substitute teachers who teach in
schools in Kyrgyzstan. UNICEF’s Regional Office for Central and Eastern Europe and the Commonwealth
4 of Independent States (CEE/CIS) encouraged the national UNICEF offices in the region to conduct similar
studies on teacher quality and, where applicable, on teacher shortage in their own countries.
5 Six UNICEF country offices expressed interest in participating in a comparative study on teacher quality/
shortage in general education:
• Armenia
• Bosnia and Herzegovina
• Kyrgyz Republic (with a focus on early childhood education)
• Republic of Moldova
• The former Yugoslav Republic of Macedonia
• Uzbekistan
TEACHERS: A STUDY ON RECRUITMENT, DEVELOPMENT AND SALARIES OF TEACHERS IN ARMENIA
These UNICEF offices of the CEE/CIS region have partnered with Teachers College, Columbia University in
New York to conduct this six-country study. Gita Steiner-Khamsi, professor of comparative and interna-
tional education, has supervised the research project and provided advice throughout the various stages of
this collaborative research project. Erin Weeks-Earp, graduate research and teaching assistant at Columbia
University, assisted her.
The researchers of this study are from the six participating countries – mostly UNICEF education officers,
university lecturers and government representatives – as well as from Columbia University. The data was
collaboratively collected in March 2010 and subsequently analysed and interpreted by the country-specific
research teams composed of researchers based in the region as well as in New York. The New York-based
researchers (masters or doctoral students from Columbia University) took the lead in writing up the techni-
cal report.
The research team in Armenia consisted of the following individuals:
• Ruben Petrosyan, Yerevan State University, Armenia
• Alvard Poghosyan and Armine Ter-Ghevondyan, UNICEF Armenia
• Tigran Tovmasyan, Yerevan State Linguistic University, Armenia
• Raisa Belyavina and Ann Wiley, Teachers College, Columbia University, New York, USA
The situation regarding teacher quality/shortage varies considerably across the CEE/CIS region. In some
countries of the region, teacher shortage only exists in rural areas and/or for specific subjects or grade
levels. In a few countries, there is an oversupply of teachers for some subjects and in some districts of the
country. In other counties, however, teacher shortage is ubiquitous, yet masked because of creative cop-
ing strategies at the school level. Many of these coping mechanisms or survival strategies of schools – for
example, redistributing vacant hours to other teachers at a school – have a negative impact on student
learning.
This six-country study attempts to identify regional, as well as country-specific, issues with regard to teach-
8 er supply, teacher quality and recruitment into teaching (graduates from pedagogical degree programmes
who enter the teaching profession). In addition to collecting data on teacher shortage and teacher quality
BACKGRO U N D
10. Part 1
at the school level and gathering statistical information at the district and central level, the research teams
1
also analysed relevant policies and ‘best practices, not only in the participating countries in the region, but
also in other parts of the world that attempt to enhance teacher attractiveness, development and retention.
2
1.2 THE COMPOSITION AND QUALIFICATIONS OF THE
TEACHING FORCE IN ARMENIA
Education in Armenia has traditionally been highly valued. The current education system was set up dur- 3
ing the first Republic of Armenia (1918–1920) and was further developed during the years of the Soviet
Regime (1920–1990). The professional teacher training system, which consisted of higher and secondary
pre-service teacher training institutions, was established in 1920. Today, education remains a national pri- 4
ority and the Government of Armenia strives to ensure that the education system meets the demands of
the new democratic society established in 1991 and is compatible with international standards. After inde-
pendence, the education system was restored and strengthened with assistance from international donor 5
agencies through a series of reforms that were initiated by the government. A number of laws and decrees
were issued right after independence to reinforce the sustainability of reform initiatives. In addition, indi-
viduals and organizations introduced private provisions of educational services. As a result, many private
schools and teacher training institutions were founded. Currently, there are six state and number of private
pre-service teacher training institutions in the country. In addition, 27 colleges prepare graduates with the
qualification of pedagogue (MoES, 2010, 14).
Composition of the teacher workforce
TEACHERS: A STUDY ON RECRUITMENT, DEVELOPMENT AND SALARIES OF TEACHERS IN ARMENIA
There are 42,601 teachers working in 1,475 public schools in Armenia; 84.6 per cent are women and 15.4
per cent are men. In Yerevan in particular, the number of female teachers is significantly higher than the
number of male teachers (90.1 per cent) (NaCET 2009). A decade ago, the government recognized the
feminization of the teacher workforce as one of the challenges in the public education system in Armenia.
According to a government report, “The teacher gender misbalance has several manifestations…[includ-
ing] a school feminization process (85 per cent of teachers are female) in the public education sphere,
which is not guaranteeing a comprehensive preparation of a citizen. However, in the past 10 years, there
”
has been no government plan to attract more male teachers into the pedagogical cadre.
Table 1.1 Number of university students studying to be teachers in state
and private institutions, 2008/2009
Region Male Female Total Male, % Female, %
Yerevan 1,063 9,728 10,791 9.9 90.1
Aragatsotn 676 2,324 3000 22.5 77.5
Ararat 459 2,790 3249 14.1 85.9
Armavir 578 3,208 3786 15.3 84.7
Gegharkunik 794 3,022 3816 20.8 79.2
Lori 610 3,495 4105 14.9 85.1
Kotayk 551 3,269 3820 14.4 85.6
9
BACKGROUND
11. Part 1
1
Shirak 698 3,657 4355 16.0 84.0
Syunik 486 2,026 2512 19.4 80.7
2
Vayotc Dzor 259 789 1048 24.7 75.3
3 Tavush 394 1,725 2119 18.6 81.4
Total 6,568 36,033 42,601 15.4 84.6
4 Source: NaCET, 2009, p. 35
The teacher population by age
5
In 2004, the National Center for Education Technologies (NaCET) was established as the national agency in
charge of the Education Management Information System (EMIS). Its role is to provide Internet connec-
tions, computer networks and equipment to public schools; create an information communication technol-
ogy (ICT) environment in schools; and enhance teacher knowledge and skills on utilization of information
technology (I.T.). NaCET is also responsible for collecting, analysing and publishing statistical data on
schools. This agency produces the Education in Armenia statistical bulletin, which includes data on teach-
ers, classified by qualification, place of residence and age.
Figure 1.1 shows, with data from NaCET, how teachers are classified into one of four age categories: young
(34 years old or less), middle age (35–49 years of age), senior (50–64 years of age), and pension age (65
TEACHERS: A STUDY ON RECRUITMENT, DEVELOPMENT AND SALARIES OF TEACHERS IN ARMENIA
years or older). The graph illustrates that most teachers are in the middle age or senior group.
Figure 1.1 Teacher distribution by age group
PERCENTAGE OF TEACHERS BY AGE GROUPS
d. Pension age
group a. Young
2% teachers
23%
c. Senior
teachers
34%
b. Middle age
group
41%
Source: NaCET, 2009
Table 1.2 presents a breakdown of teachers by age group with specific information on age distribution by
marzes (provinces). This data also demonstrates that on the level of marzes, middle- and senior-age teach-
ers make up the bulk of the teaching workforce. It also shows that the number of young teachers entering
10
the profession is smaller than the number of teachers in the middle-age and senior group who are nearing
retirement.
BACKGRO U N D
12. Part 1
Table 1.2 Teachers by age group and location 1
Less than
25 years
65 and
25–29
30–34
35–39
40–44
45–49
50–54
55–59
60–64
more
Total
old
Region 2
3
Yerevan 378 720 951 1249 1483 1654 1750 1456 832 318 10,791
Aragatsotn 146 209 367 418 491 476 446 275 138 34 3,000
Ararat 144 224 306 404 420 490 561 477 195 28 3,249 4
Armavir 186 287 403 494 500 542 580 549 221 24 3,786
Ghegark-
5
hunik 145 326 503 579 604 525 495 396 195 48 3,816
Lori 253 324 452 468 572 595 672 520 216 33 4,105
Kotayk 208 305 456 498 518 549 595 445 209 37 3,820
Shirak 230 430 507 555 604 585 639 522 255 28 4,355
Syunik 135 227 252 282 330 337 415 356 160 18 2,512
Vayotc
Dzor 61 80 93 109 163 178 150 136 70 8 1,048
TEACHERS: A STUDY ON RECRUITMENT, DEVELOPMENT AND SALARIES OF TEACHERS IN ARMENIA
Tavush 96 144 230 257 287 297 299 278 166 65 2,119
Total 1,982 3,276 4,520 5,313 5,972 6,228 6,602 5,410 2,657 641 42,601
4.7% 7.7% 10.6% 12.5% 14.0% 14.6% 15.5% 12.7% 6.2% 1.5%
Source: NaCET, 2009
The official retirement age in Armenia is 64.1 Teachers who are eligible for pensions start to receive their
full retirement pay at this age even if they continue to work. In September 2009, there were 962 pension-
age teachers in both public and private schools, or 2.2 per cent out of the total number of teachers. Of
those pension-age teachers, 45.7 per cent worked in Yerevan. The number of teachers with two years to go
before pension was 880, with 37.8 per cent of them working in Yerevan (NaCET 2009).
Qualification of teaching force in Armenia: Teacher education background
In Armenia, 82.1 per cent of 42,601 total teachers have higher education degrees, and 81.9 per cent (28,613)
of those teachers have a pedagogical qualification degree. Teachers with incomplete higher education
comprise 14.3 per cent of the total, and 72 per cent of those teachers have incomplete pedagogical educa-
tion. The highest number of teachers with incomplete higher education is reported in Gegharkunik marz
at 23 per cent, and the lowest is in Yerevan, at 8.8 per cent. Overall, 67.1 per cent of teachers working in
general education institutions have higher pedagogical education qualification (NaCET 2009, 40). It should
be noted that during the 2007/2008 school year, the reported number of teachers with incomplete higher
education was 893 (Center for Education Projects 2008). This suggests that there is a discrepancy in report-
ing, since in 2008/2009, the same figure was 6,081. In 2010, the number of teachers with incomplete higher
education was reported to be 2,053. In the 2008/2009 school year, there were 1,205 (2.8 per cent) teachers
with vocational education degrees who worked in general education institutions. Of those teachers, 139
graduated from non-licensed tertiary education institutions, and 220 had secondary education diplomas
and no higher education (NaCET 2009, 40).
11
1 The official retirement age will be 65 starting in 2011, following an amendment to the law adopted in 2010.
BACKGROUND
13. Part 1
1
Teachers by subject
Table 1.3 and Figure 1.2 illustrate the number of teachers employed in Armenia by subjects taught. Primary
school teachers constitute the biggest group (14.8 per cent). The smallest group consists of German and
2
French language teachers (0.8 per cent). There is missing data on social science teachers because history
teachers mainly teach social science subjects. As of now, there are no higher education institutions (HEIs)
in Armenia that provide social studies teachers with such qualifications, and government reported data
3 includes no information on the number of social science teachers.
Figure 1.2 Teacher distribution by subjects, 2008/2009
4
6312
Armenian Language and Literature 5544
5 4794
Russian Language and Literature 3838
2670
Physics 2180
2142
Physical EducaƟon 2077
1977
Biology 1556
1540
Other 1491
1444
Preliminary Military PreparaƟon 1309
TEACHERS: A STUDY ON RECRUITMENT, DEVELOPMENT AND SALARIES OF TEACHERS IN ARMENIA
902
Music 845
708
Educator/Tutor 584
347
German Language 341
0 1000 2000 3000 4000 5000 6000 7000
Source: NCET, 2009.
Table 1.3 Teacher distribution by subjects, 2008/2009
Subjects Number of teachers Per cent
Armenian language and literature 5,544 13.0
Russian language and literature 3,838 9.0
Mathematics 4,794 11.3
Physics 2,180 5.1
Chemistry 1,540 3.6
Biology 1,556 3.7
History 2,670 6.3
Geography 1,444 3.4
Music 845 2.0
Physical education/training 2,077 4.9
Art 708 1.7
Preliminary military preparedness 1,309 3.1
12 English language 2,142 5.0
BACKGRO U N D
14. Part 1
French language 347 0.8 1
German language 341 0.8
Technology 1,977 4.6
2
Armenian church history 902 2.1
Primary school teacher 6,312 14.8
Educator 584 1.4 3
Other 1,491 3.5
Total 42,601 100.0 4
Source: NaCET, 2009.
According to the National Curriculum Framework, of the 8,376 annual teaching hours at the basic school 5
level (grades 1–9), 53.4 per cent of time is dedicated to Armenian language and literature, foreign lan-
guages and mathematics. Armenian language and literature teachers constitute 13 per cent of the teach-
ing force, mathematics teachers account for 11.3 per cent of the teacher population and foreign language
teachers make up 15.6 per cent of all teachers (this count includes Russian language and literature teach-
ers). ‘Secondary subjects’ are subjects that do not have government-standardized exams, including arts
(5.4 per cent of the total academic hours) and technology/arts and crafts (3.9 per cent of the total academic
hours), among others, including social sciences (MoES 2004, 46). In the 10 schools examined in this study,
administrators place greater emphasis on teacher employment in the ‘priority subjects,’ or core subjects
that are state tested. This will be discussed further in section three.
TEACHERS: A STUDY ON RECRUITMENT, DEVELOPMENT AND SALARIES OF TEACHERS IN ARMENIA
1.3 THE TEACHER EDUCATION SYSTEM & RECRUITMENT INTO
TEACHING IN ARMENIA
In 2005, Armenia joined the Bologna process and became a member of the European Higher Education
Area. Since then, HEIs, including pedagogical universities, are introducing a two-cycle degree system
based on a credit system (European Credit Transfer System). Currently, graduates of pedagogical universi-
ties are obtaining bachelor’s degrees after four years of study, and can then apply for two-year master’s
programmes. This shift to the master’s programme model did not require a drastic change from the prior
model of five-year pedagogical programmes, and new qualifications are not obtained by the graduates of
master’s programmes.
University admittance exams
The current system of university admittance exams does not attach priority to selecting a specialization.
Prospective university students can apply for up to six different specializations, and priority is given to
the applicant’s first preference. Students are accepted on a competitive basis into universities based on
their exam scores and their indicated ranking of a given university. Students are not admitted based on
their professional goals and preferences. As a result, many students entering pedagogical universities are
those who initially did not intend to become teachers.
Another cause for concern is that the university admission exam scores required to enter pedagogical
universities are lower compared to other disciplines of study. For example, the minimum admission score
for mathematics in Yerevan State University is 31 out of 60, and for Armenian language it is 48.3. Armenian
State Pedagogical University’s minimum admission scores for teachers of mathematics and Armenian lan-
guage are 29 and 43 respectively2. This discrepancy is apparent for in other subjects as well (MoES 2010).
Pedagogical education also does not attract students who graduated from schools with honours (UNDP
2007). Applicants often have very limited information about specialization options, since universities have
limited informational orientation events for incoming students. 13
2 These numbers makes a real difference as the rate of competition is usually very high
BACKGROUND
15. Part 1
1
Teacher training system
Tertiary education institutions in Armenia offer pedagogical specializations and degrees. There are three
types of pre-service teacher preparation structures: vocational pre-service teacher training, and higher
2
education with a two-cycle degree system: bachelor’s and master’s degrees.
Students who want to become teachers can obtain pedagogical qualification from six state-run higher edu-
3 cation institutions, 27 vocational educational and training institutions (ranging from one- to four-year col-
leges) and a number of private universities. Currently, 16,367 students are enrolled in pre-service teacher
preparation programmes. Of those students, in the 2009/2010 school year, 3,280 were admitted into uni-
4 versities. There are 2,342 students enrolled in vocational education institutes pursuing vocational degrees
in teaching. Also in 2009, over 4,200 (3,308 of them female) students graduated from universities and 972
(953 of them female) completed vocational institutions with a teacher qualification (National Statistical
Service 2010, 224, 214).
5
A vocational pedagogical degree (9 years of secondary education plus 4 years of vocational education, or
11–12 years of secondary education plus 1–2 years of additional education) is offered in pedagogical col-
leges for one to four years of study.3 The programme is four years for those students who have completed
nine years of compulsory general education (9+4). It is two years for those students who completed 11 or
12 years of schooling. Graduates of pedagogical colleges either obtain the qualification of primary school
teacher (grades 1–4) or preschool teacher.
In the past 10 years, the number of students trained in pedagogical specializations has increased signifi-
cantly. This is due to the fact that in addition to state-run public universities, a number of private universi-
TEACHERS: A STUDY ON RECRUITMENT, DEVELOPMENT AND SALARIES OF TEACHERS IN ARMENIA
ties now also offer teacher qualification programmes. However, the number of students in pedagogical
training programmes is much higher than the number of teachers hired by schools in the same academic
year. As Table 1.2 shows, the number of teachers under the age of 25 year is 1,982, but in 2009, public and
private universities together graduated a total of 4,202 pedagogues/teachers. The supply of recently grad-
uated students qualified to teach is more than double the amount of teachers of the same age range who
are currently employed in public schools. In Armenia, the demand for new teachers is low and most vacant
teaching positions are usually announced for schools in rural or mountainous areas. In such schools, the
teacher shortage issue is addressed through so-called ‘state order’ (a budget student programme) or by
a programme created by a government decree on Procedures for Assigning Pedagogical Staff to Work in
Remote, Mountainous Communities, introduced in 2003. This decree appropriates some allowances (for
example, to cover relocation costs, housing allowance, transportation and utility supplements) for teachers
from other communities to work and live in remote or mountainous areas. In addition, since1996, another
government programme permitted new graduates of pedagogical universities to teach in remote and rural
area schools as an alternative to military service. Due to reported violations, this decree is no longer in
effect.
Pedagogical training institutions
The Armenian State Pedagogical University (ASPU) is a key player in teacher education. An overwhelming
majority of graduating teachers come from this institution. ASPU has been working to adjust its degrees
and curricula to meet the requirements of the Bologna Declaration. However, traditional structures of sub-
ject-based departments/faculties continue to be applied. Instructional methodologies and programmes
are still far from contemporary educational and scientific developments.
ASPU’s offered curriculum does not correspond to reform initiatives being implemented in the general
education system by the Government of Armenia since 1997. General education reforms, including cur-
3 Colleges in Armenia are similar to the community college model in the United States.
14
BACKGRO U N D
16. Part 1
riculum change, are implemented at a significantly faster rate than reforms in the higher education arena.
1
This creates a discrepancy in the training of teachers and the subjects they are expected to teach. For
example, subjects such as social studies are not offered in the pedagogical preparation of teachers. Ad-
ditionally, many facilities, laboratories, and libraries are outdated, and many are relics of the Soviet era.
2
A big emphasis is placed on teaching the content of subjects rather than on the teaching process. For this
reason, approximately 40–60 per cent of the instructional hours in the pedagogical universities are allo-
cated for subject-specific courses. About 14–25 per cent of hours are given to pedagogy and psychology 3
courses and 12–13 per cent of instructional hours are allocated to courses in humanities and social science
disciplines. In the Department of Preschool and Primary School Pedagogy, pedagogy and psychology
courses make up about 90 per cent of the curriculum (ASPU, 2010). The hours allocated for the practical 4
school experience are insufficient and do not allow students to develop and practice their teaching skills.
As a result, the gap between pre-service training and actual teaching practices is vast.
5
Graduates of Yerevan State University (YSU) also receive teacher certification. YSU has a bachelor’s de-
gree programme with qualification of social pedagogue/social worker and a master’s degree programme
in educational management and supervision. In addition, graduates from 17 subject-specific faculties can
obtain teacher certification. However, few graduates of YSU enter the teaching profession after gradu-
ation. Other major institutions graduating students with teaching qualifications include: Gyumri State
Pedagogical Institute, Vanadzor State Pedagogical Institute, Gavar State University and Goris State Univer-
sity. These higher education institutions are located in different marzes throughout Armenia and serve the
needs of students in those regions and the country at-large. Finally, Yerevan State Linguistic University
prepares foreign language teachers in Russian, English, German, French, Spanish, Italian, Greek and other
TEACHERS: A STUDY ON RECRUITMENT, DEVELOPMENT AND SALARIES OF TEACHERS IN ARMENIA
languages.
1.4 TEACHER RECRUITMENT INTO THE PROFESSION
As of now, Armenia does not have legislation or policies on procedures for recruiting teachers into the
workforce. The state entrusts school principals with the responsibility of recruiting new teachers for their
schools. Marzpetaran (district education offices) collect information on teacher vacancies and occasion-
ally do place teachers; however, the majority of teachers in Armenia are hired directly by schools. Before
the 2009 Law on General Education, teacher vacancies were not announced through media, including
newspapers. This led to widespread corruption, including bribes and payoffs during the teacher recruit-
ment process. Many cases of these practices have been reported in the local media. As of now, the new
education policy requires that once there is a position vacancy in a school, “it must be filled based on a
competition in accordance with the model procedure established by the authorized body of education
state management and the by-laws of the educational institution, except for the cases in which there is a
candidate who acquired on-demand professional education” (see Appendix A). Prior to this legislation,
available teaching positions were publicly announced only by private schools.
Teacher-related regulations and policies in Armenia
Since independence in 1991, Armenia’s education system has undergone extensive reforms. Changes
have included the adoption of a number of laws and procedures, and the creation of several regulatory
documents. The Ministry of Education and Science (MoES) leadership has changed more than 12 times in
the past 19 years, making steady and consistent progress in the system very difficult. The following narra-
tive outlines five major policies, past and present, that most affect teachers in the current education system
and their role in the classroom.
15
BACKGROUND
17. Part 1
1
National Curriculum for General Education, 20044
Policies pertaining to teacher quality are dispersed throughout numerous laws and regulatory documents
created over the past 19 years. Most notably, the National Curriculum for General Education, adopted in
2
2004, stresses the importance of qualified teachers in the classroom for the successful introduction of re-
forms in the general education system (MoES 2004b).
3 The Standards Framework document mentions efficient teacher preparation and trainings, regular self-
education and continuous professional development programmes. The document (MoES 2004a) states:
The state will create favourable conditions for the continuous professional development of teachers
4
through the provision of sustainable and long-term financial support in accordance with the needs of
schools; the state will also introduce a reliable teacher assessment system…The state will allocate financial
resources for the creation of social and physiological services in schools, which will provide professional
5
counselling and promote the establishment of a morally and physiologically supportive school environ-
ment…The state will also assist in the creation of inter-school, intra-school, regional and national unions
of educators.
• The Standards Framework document also includes information on the skills and
characteristics that teachers should possess after completing professional development
programmes and self-preparation. It includes the following:
1. An ability to plan work, including:
planning the teaching process efficiently, including planning individual courses and specific separate the-
TEACHERS: A STUDY ON RECRUITMENT, DEVELOPMENT AND SALARIES OF TEACHERS IN ARMENIA
matic units and lessons; b) creating learning and teaching materials independently or with colleagues.
2. The ability to perform the teaching process effectively, including:
the organization and delivery of individual and small group teaching and learning; b) consideration of
the student’s age, physiological and psychological characteristics as a part of both team and individual
performance; c) the ability to introduce modern methods and approaches in order to ensure the improved
understanding of required educational content; d) the creation of a social and psychological environment
that is conducive for learning.
3. The use of assessment as a tool that will encourage the learner and ensure continuous
development.
4. The use of professional and personal reflection, as a means to continuous improvement
of the learning and teaching process, and the constant assessment of personal perfor-
mance in order to revise and improve lesson plans and classroom delivery.
5. The professional development of skills, including:
a) the design of professional, target-oriented surveys, and drawing conclusions in-
dependently and with colleagues; b) planning and implementing personal profes-
sional development.
• The state will allocate financial resources for the creation of social and physiological services
in schools, which will provide professional counselling and promote the establishment of a
morally and physiologically supportive school environment.
However, since 2004, these provisions have been only partially implemented. Our research reveals that
there may be no active unions of educators, no social and psychological services on either the national or
16 4 The term ‘general education’ is widely used by different stakeholders in Armenia, but the same system is called ‘public
education’ in many other countries. For consistency, we use the team ‘general education’, which refers to grades 1–12.
BACKGRO U N D
18. Part 1
regional and intra- and interschool levels, and limited professional development opportunities available
1
for only some teachers.
Law on General Education, 2009 2
The most recent legislation on general education, the Republic of Armenia Law on General Education, was
adopted in July 2009 and addresses a number of teacher-related issues. The following (see Appendix A,
3
article 24, paragraph 3) is a provision on filling vacant teaching posts:
• In case of a vacancy for the teacher’s position in an educational institution, it shall be
filled based on a competition in accordance with the model procedure established by 4
the authorized body of education state management and the by-laws of the educational
institution, except for the cases when there is a candidate who acquired on-demand
professional education. 5
Although the law calls for establishing a process whereby teacher vacancies are filled based on a competi-
tive process, the legislation does not state a clear and uniform method to accomplish this. Instead, the
process of hiring new teachers is left to the discretion of district office officials and school-level administra-
tors. Our findings reveal that the practice of hiring new teachers is not uniform in the 10 schools in our
study. However, teacher hiring procedures and regulations are currently being developed by the Armenian
Ministry of Education and Science.
The Law on General Education (Republic of Armenia, 2009) includes clauses specifically addressing teach-
er recruitment, teacher professional development, and promotion and certification (Articles 24–27). To
TEACHERS: A STUDY ON RECRUITMENT, DEVELOPMENT AND SALARIES OF TEACHERS IN ARMENIA
ensure the effective implementation of these requirements, MoES is currently in the process of revising
teacher recruitment regulations and professional development policies. According to Article 27 of the law,
all teachers in Armenia should pass attestation through simple and/or compound procedures. Teachers
who complete simple attestation should receive a recommendation letter from the school at which they
work, a school survey results report, a teacher training certificate, and proof of participation in other pro-
fessional development activities. The teacher training certificate is a document that a teacher will receive
after attending and successfully completing a training that is organized by a MoES-approved institution.
If a teacher chooses to go through attestation with compound procedures, he or she needs to successfully
complete the additional component of teacher training.
World Bank Relevancy Report: Phases one and two
Two major reforms have affected teacher policy since 2003, and both have shaped the teaching profession
in Armenia since that time. The World Bank Armenia Education Quality and Relevance (EQR) Project and
the Staff Optimization and Social Assistance Programme (SOSAP) were created to help offset the effects of
teacher unemployment. The first EQR Project resulted in the layoffs of 7,000 teachers beginning in 2003,
with the goal of reducing the teacher workforce by 15,000 teachers in total. The restructuring plan was an
effort to more effectively manage resources at the ministry level by reducing educational costs. Primarily,
this meant reducing the surplus of teachers that had proliferated due to the decreasing population and
waning economy. Various components of the plan included closing and/or combining schools, introduc-
ing per capita financing, increasing class size and teacher workload, and a 12 per cent increase in teacher
salaries each year (Kuddo, 2009). The programme was completed in 2007 when the teacher population had
been reduced by 7,000, instead of the planned 15,000.
Phase one of the Education Quality and Relevance Project
The Government of Armenia has stated the importance of the teacher’s role in preparing students for effec-
tively participating in society’s spiritual, moral, social, cultural and economic progress in the 21st century:
17
“Recruiting and retaining good teachers who are appropriately educated and trained is vital to the provi-
BACKGROUND
19. Part 1
sion of good quality education and for the development of human resources in the country” (Center for
1
Education Projects 2009).
Phase one of EQR emphasized the role of educational development as a means for achieving growth and
2 competitiveness in the global markets. Hence, the government broadened and deepened the dimensions
of the educational reforms by changing the focus from general education to all levels of education: public
(preschool and secondary), vocational, higher and post-graduate education. In higher education, the main
3 beneficiaries of the reforms have been the pedagogical institutions. Curriculum reform has been the main
focus for improvement and has been extensively expanded in the second phase of the Education Quality
and Relevance Project. Currently, a partnership between the MoES and the World Bank creates a frame-
4 work and action plan for the reform of pedagogical education in the country.
During the first phase of implementation, the Armenian Government identified two main social and policy-
level issues related to teacher quality: the public’s changing views of the teaching profession, and teacher
5
professional development opportunities that are linked to career and life development. In the last decade,
the responsibility of the latter issue – teacher training and professional development – was transferred
largely to international educational institutions and governmental programmes. However, many of those
programmes were not officially recognized by MoES as appropriate, and therefore did not lead to teacher
certification. It was not until August 2009 that the new Law on Public Education created a legal basis for
teacher professional development by allowing public, private and international entities to provide teacher
certification for participation in professional development programmes.
Phase two of the Education Quality and Relevance Project
TEACHERS: A STUDY ON RECRUITMENT, DEVELOPMENT AND SALARIES OF TEACHERS IN ARMENIA
Currently underway, phase two of EQR expands on teacher policies established during phase one. To ad-
dress existing issues in teacher professional development, the government has plans to undertake the
following activities: continue teacher education programmes and guidelines; train one fifth of all teachers
each year in order to increase teacher preparedness and knowledge and to secure Ministry of Education
and Science funding; provide diverse and effective in-service training for principals and teachers; create
and utilize a market of professional development training programmes; develop a financing programme to
enable teachers to participate in trainings; and create a school development network (Center for Education
Projects, 2009b).
Phase two and tertiary pedagogical education
Future goals of EQR phase two are to support ASPU and other pedagogical HEIs. The preliminary technical
assistance package consists of a partnership plan with a teacher education institution in Europe or Amer-
ica. The goal of the partnership is to build institutional development capacity in structure and financing,
curriculum development, staff training on teaching and learning methods, and to provide other practical
training opportunities for teachers.
The government is planning an extensive reform of pre-service teacher training systems as outlined by
the EQR Project. While this project will focus on reforming pre-service teacher training in Armenia over-
all, changes are planned to start first at ASPU. ASPU will be the pilot programme and model for all other
pedagogical tertiary programmes.
1.5 LITERATURE REVIEW ON EXISTING TEACHER RESEARCH
STUDIES IN ARMENIA AND THE CEE/CIS
This literature review provides summaries of reports on the education sector in Armenia, with a focus
on teacher quality. We have conducted an extensive search for documents, reports and other texts that
detail teacher characteristics and present relevant indicators for teacher and school quality in Armenia.
18 Our review of relevant texts includes country-specific reports on Armenia and regional and international
BACKGRO U N D
20. Part 1
research that inform the larger educational context. A number of these reports include information on the
1
education policies in Armenia.
Armenia-specific literature 2
The United Nations Development Programme (UNDP) report, Educational Transformations in Armenia (UNDP ,
2006), outlines the transitional state of the education system. The report identifies a need for MoES to
3
maintain a clear vision and foster transparent communication to support uniform change across the coun-
try. The report notes the need for a ‘Strategic Plan for Education’ that must provide the framework for a
quality education system and address various needs of the school, including facility and material renewal,
increased teacher wages, student retention, and access and equity. 4
One of the most recent Armenia-specific studies on general education conducted by UNICEF was a School
Wastage Study Focusing on Student Absenteeism in Armenia (Hua, 2008). The study was conducted to in- 5
vestigate the alarming statistics of drop-out rates in Armenia, which in some instances have increased at
average annual rates of 250 per cent. This report provides a substantive and comprehensive overview of
the major recent policy changes in Armenian education, including the extension of schooling from 10 to
12 years and the introduction of per capita financing. Directly relevant to our study are the findings on the
presumed link between drop-out rates and teachers: the perception (by students and/or parents) that the
quality of education has higher opportunity cost than the potential earnings from working. Poor teaching
is ranked third as a reason for student absenteeism. The report calls for more thorough research on teacher
quality, which makes our study of teacher quality and teacher shortage timely new research.
TEACHERS: A STUDY ON RECRUITMENT, DEVELOPMENT AND SALARIES OF TEACHERS IN ARMENIA
Some of the most important reports relevant for our research are the documents published by the World
Bank (WB), which provide the framework of programme implementation of the first and second phases of
the Education Quality and Relevance Project and the Staff Optimization and Social Assistance Programme.
These reports detail the collaboration between MoES and the WB in implementing major policy reforms,
including the policy to lay off 15,000 teachers between 2003 and 2007 in the first phase of the EQR project,
and the ongoing measures being implemented to improve education quality and the updating of curricu-
lum and pedagogy. In the WB report, Structural education reform: Evidence from a teacher’s displacement
programme in Armenia (Kuddo, 2009), the effects of staff optimization are evaluated and the increase in
teacher salaries as a result of optimization is tracked. This report also addresses some key teacher reten-
tion and attraction issues, including salary increases, better working conditions and increased motivation
for teaching.
The Education Quality and Relevance Project – Completion Report (Center for Education Projects 2009a) is a
key policy evaluation document of phase one of the project. The document outlines the five major com-
ponents of phase one of the EQR project that took place from 2003 to 2009. These components include:
developing state standards and curricula that meet the needs of a knowledge-based economy; integrating
information technology into teaching and learning strategies; engaging teachers and improving teacher
development; improving efficacy and management of the general education system; establishing commit-
tees and groups to assist MoES with management of the system. According to the report, all the stated
goals of phase one of EQR have been met or exceeded.
The report on the second phase of the Education Quality and Relevance Project (Center for Education Proj-
ects, 2009b) outlines the reforms that will be undertaken under this five-year project, which commenced
in 2009. Phase two will build upon phase one and is based on three main components: to improve the
quality of general education; the realignment of tertiary education to meet Bologna Agenda standards; to
enhance project management, monitoring and evaluation. According to the report, achieving these goals
entails expanding the high school network system, focusing on early childhood education, and improving
pedagogical education with the goal of improving teacher quality and the education system.
19
BACKGROUND
21. Part 1
1
Literature on CEE/CIS region
There are also key cross-national studies that have aided our research. A study that has most informed
our research was conducted by UNICEF and examines the progress towards meeting the Education for All
2
(EFA) Goals in the CEE/CIS region. In Education for some more than others: A regional study on education
in Central and Eastern Europe and the Commonwealth of Independent states (UNICEF 2007), there is a fo-
,
cus on the growing economic disparities and an upsurge in inequality in most countries in the region. The
3 study investigates how the ‘12 Steps’ to meet the EFA goals have been implemented in the region. Many
countries featured in the report have faced ‘reform fatigue’ brought on by unstable economies. Increas-
ingly inequitable economic conditions have exacerbated disparities between the rich and poor, urban and
4 rural populations and marginalized people. These issues are relevant in Armenia and the report provides
the inter-regional framework for our research.
A working paper published by the Organization for Economic Co-operation and Development (OECD),
5
‘Teacher demand and supply: Improving teaching quality and addressing teacher shortages’ (Santiago
2002), states that there is a need for a greater understanding of what real teacher shortage is within a
country-specific context. The paper includes a framework for teacher shortage indicators and outlines
concerns about the current teacher shortage in OECD countries. A prominent indicator of teacher shortage
is the ageing teaching cadre in a number of countries. Since this factor is also significant in Armenia and
the CEE/CIS region, the report is particularly relevant to our study of teacher shortage. The working paper
also underscores that current policies designed to address teacher shortage focus more on supply rather
than demand factors. As will be discussed in the analysis of ten-plus-one indicators of teacher shortage,
the oversupply and limited demand of teachers is the case in Armenia.
TEACHERS: A STUDY ON RECRUITMENT, DEVELOPMENT AND SALARIES OF TEACHERS IN ARMENIA
The regional overview document (UNESCO, 2007) of education and the major challenges in the educa-
tion sector in the countries of Central and Eastern Europe and Central Asia provides a good overview of
the region and includes comparable education indicators data that is relevant for a cross-national study
of teachers. This report highlights regional achievements in the education sector and also addresses the
major regional challenges faced today, namely early childhood education, education quality and equity
issues. Teacher quality and teacher shortage is also highlighted in the report as a major concern for edu-
cational development in the region. The fastest growing needs in the region include: a need for teacher
training, solving the challenge of a shrinking pedagogical cadre and creating effective policies for teacher
recruitment and retention.
Lastly, our desk review of relevant literature also drew on an academic report by Akiba, et al. (2007), ‘Teach-
er quality, opportunity gap, and national achievement in 46 countries.’ Although this paper is not focused
exclusively on the CEE/CIS region, it provides a global perspective on the importance of teacher quality
and its connection to student outcomes. The report compares performance on the Trends in International
Mathematics and Science Study (TIMSS) exam across nations. It presents statistics that Armenia has 100
per cent fully certified teachers, which is contrary to other reports. Data is also included on country rank-
ings: Armenia ranks 33rd out of 39 countries for overall teacher quality.
20
BACKGRO U N D
23. Part 2
1 Part 2: Research design and methods
2.1 SAMPLING DESIGN AND PROCEDURE
2
Research background and setting
This study draws heavily on the research and methodology of the original research on teacher quality
3
and teacher shortage conducted in Kyrgyzstan. It was the intention of this study to follow the research
procedures and sampling design of the Kyrgyzstan study in order to collect comparable data that can be
analysed in the six-country study. For this reason, the Kyrgyzstan study was used as a model for the school
4 selection procedure, the format of interviews conducted at 10 schools, the documents collected for data
analysis, as well as the review of the ten-plus-one indicators as they apply to teacher quality and teacher
shortages in Armenia. While the research methodology is based on the original study, this research fo-
5 cuses on the education issues specific to Armenia and the analysis of the ten-plus-one indicators is a com-
prehensive assessment of the coping mechanisms for teacher shortages at the school level.
This research draws on qualitative and quantitative data gathered in 10 schools in two marzes (provinces)
in the Republic of Armenia. The study builds upon prior publications on Armenia, including the report by
the UNDP (2007), Educational transformations in Armenia, and a UNICEF (2007) cross-national study, Edu-
cation for some more than others: A regional study on education in Central and Eastern Europe and the
Commonwealth of Independent States. These studies examine the policy-level reforms in Armenia and in
the region and call for more research on general education. This report on teacher quality and shortage
complements these earlier studies in important ways by providing school-level data and analysis on the
TEACHERS: A STUDY ON RECRUITMENT, DEVELOPMENT AND SALARIES OF TEACHERS IN ARMENIA
effects of recent education policy changes. As discussed in the literature review, a number of other studies
have provided background information for this research.
The Education Quality and Relevance Project reports for phases one and two detail the ongoing educa-
tion reforms that are enacted in collaboration between MoES and the WB. As part of the effort to improve
education and teacher quality, a staff optimization process was completed, whereby unqualified teachers
were dismissed. Optimization of the teaching workforce was possible because Armenia has few teacher
vacancies at schools and a surplus of professionals with pedagogical degrees, both employed in schools
and in other sectors. In phase one of the Education Quality and Relevance Project, 7,000 teachers who did
not meet qualification standards were laid off. In 2006, one third of the marzes in Armenia reported no
teacher vacancies, and the number of vacancies that are reported today is small. For this reason, our study
of latent teacher shortages, actual teacher qualification and hiring and retention practices at the school
level is particularly relevant for the case of Armenia.
The data was collected over a period of two weeks in March 2010. The size of our research team enabled
us to conduct interviews simultaneously in two marzes. We also conducted a number of school interviews
simultaneously, with the researchers conducting separate interviews with school administrators, teachers,
and students. To encourage maximum participation and openness of interview participants, teacher inter-
views were conducted without administrators present, and student focus groups were facilitated without
the presence of administrators or teachers.
2.2 SAMPLE CHARACTERISTICS
Selection of marzes
We selected Gegharkunik and Lori marzes for our research because they represent average teacher va-
cancy rates reported at the national level. Table 2.1 shows the number of national teacher vacancies as
reported by each marz in Armenia. Gegharkunik and Lori rank third and fourth out of the seven marzes that
reported vacancies and were selected for this reason.
22
Research design and methods