annex 3: sources, methods and technical notes
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Annex 3 EAG 2007 Education at a Glance OECD Indicators 2007 Annex 3: Sources, methods and technical notes Chapter D: The learning environment and organisation of schools 1 Annex 3 EAG 2007 TABLE OF CONTENTS CHAPTER D: THE SCHOOL ENVIRONMENT .......................................................... 5 INDICATOR D1: How much time do students spend in the classroom? .......................... 5 ▀ ▀ General notes ............................................................................................................................... 5 Notes on specific countries ......................................................................................................... 6 Coverage .......................................................................................................................................... 6 Interpretation ................................................................................................................................. 11 Methodology.................................................................................................................................. 14 Sources and references .................................................................................................................. 17 INDICATOR D2: What is the student-teacher ratio and how big are classes? .............. 19 ▀ General notes ............................................................................................................................. 19 Methodology.................................................................................................................................. 19 ▀ Notes on specific countries ....................................................................................................... 19 Coverage ........................................................................................................................................ 19 INDICATOR D3: What are teacher salaries? .................................................................... 22 ▀ General notes ............................................................................................................................. 22 ▀ Notes on specific countries ....................................................................................................... 22 Table D3.1 ......................................................................................................................................... 22 Coverage and methodology ........................................................................................................... 22 Interpretation ................................................................................................................................. 27 Table D3.2- Criteria for adjustments to base salary ........................................................................... 30 Interpretation ................................................................................................................................. 30 Sources and references .................................................................................................................. 47 Table D3.4 contractual arrangements ................................................................................................ 49 INDICATOR D4: How much time do teachers spend teaching?...................................... 56 ▀ ▀ General note .............................................................................................................................. 56 Notes on specific countries ....................................................................................................... 56 Interpretation ................................................................................................................................. 56 Coverage and methodology ........................................................................................................... 59 Sources and reference period ......................................................................................................... 63 INDICATOR D5: How do schools monitor their performance? ...................................... 65 ▀ ▀ General note .............................................................................................................................. 65 Notes on specific countries ....................................................................................................... 65 Evaluation ...................................................................................... Error! Bookmark not defined. Accountability ............................................................................... Error! Bookmark not defined. Infrastructure ................................................................................. Error! Bookmark not defined. Sources and reference period ......................................................................................................... 80 INDICATOR D6: Who are the teachers? ........................................................................... 83 ▀ General note .............................................................................................................................. 83 2 Annex 3 EAG 2007 ▀ Notes on specific countries ....................................................................................................... 83 3 Annex 3 EAG 2007 Table: Specific notes by country in the different indicators D3 Australia Austria Belgium Canada Czech Republic Denmark England Finland France Germany Greece Hungary Iceland Ireland Italy Japan Korea Luxembourg Mexico Netherlands New Zealand Norway Poland Portugal Scotland Slovak Republic Spain Sweden Switzerland Turkey United Kingdom United States Brazil Chile Estonia Israel Russian Federation Slovenia AUT BEL CZC DEN ENG FIN GRE HUN ICE IRE AUS AUT BEL AUS AUT BEL GRE HUN ICE ITA JPN KOR LUX ENG FIN FRA GER GRE ICE IRE ITA JPN AUS AUT BEL AUS AUT BEL FIN CZC DEN ENG FIN CZC DEN ENG FIN GER ICE IRE ITA FIN GER GRE HUN ICE IRE HUN JPN GER GRE HUN ICE IRE ITA JPN NET NET NOR NOR POR SCO POR SCO POR SPA SPA SWE SPA SWE TUR TUR POR SWE SWI AUT BEL AUT BEL ENG FIN FRA GER ENG FRA GER GRE POR SCO POR SCO POR SCO SPA SWE SWI TUR SPA SWE NET NZL POR SCO coverage CZC DEN CZC DEN ENG FIN FRA GER GRE HUN FIN GRE GER GRE NZL IRE ITA JPN KOR LUX MEX NET NET POR SCO SCO POR SCO SPA SWE SPA SWE SPA SWE TUR TUR USA USA JPN MEX NET USA AUS AUT BEL ENG FIN ICE IRE ITA IRE MEX NET NZL NOR USA AUS AUT BEL HUN NET NZL NOR SPA SWE SWI coverage and methodology interpretation methodology AUT BEL CZC LUX MEX NET NZL NOR SPA SWE SWI TUR D6 D5 D3.4 KOR MEX NET interpretation AUT BEL CZC DEN FIN FRA D3.3 coverage and methodology coverage methodology coverage interpretation D3.1 D4 interpretation D2 interpretation D1 ITA JPN KOR MEX NET UKM ISR SVN ISR USA ISR ISR SVN SVN 4 SVN ISR Annex 3 EAG 2007 CHAPTER D: THE SCHOOL ENVIRONMENT INDICATOR D1: How much time do students spend in the classroom? ▀ General notes Methodology Instruction time in Indicator D1 refers to intended instruction timed based on policy documents (e.g. curricula) in countries where a formal policy exists. In countries, where such formal policies do not exist, the number of hours was estimated from survey data. Data are based on countries’ responses to questionnaire CURR 1 of the system level annual data collection of INES Network C Survey of Teachers and the Curriculum. Data were collected on class sessions per year in public institutions, by subject in the modal grades of students age 7 to 15 for the referenced school year 2004/2005. Hours lost when schools were closed for festivities and celebrations, such as national holidays, were excluded. Intended instruction time does not include non-compulsory time outside the school day, homework, individual tutoring, or private study done before or after school. List of study areas (subjects) used in the questionnaire: Reading, writing, and literature: reading and writing, (and literature) in the mother tongue, reading and writing (and literature) in the language of instruction, reading and writing in the tongue of the country (region) as a second language (for non natives), language studies, public speaking, literature. Mathematics: mathematics, mathematics with statistics, geometry, algebra, etc. Science: science, physics, physical science, chemistry, biology, human biology, environmental science, agriculture/horticulture/forestry. Social studies: social studies, community studies, contemporary studies, economics, environmental studies, geography, history, humanities, legal studies, studies of the own country, social sciences, ethical thinking, philosophy. Modern foreign languages: languages different from the language of instruction. 5 Annex 3 EAG 2007 Technology: orientation in technology, including information technology, computer studies, construction/surveying, electronics, graphics and design, keyboard skills, word processing, workshop technology/ design technology. Arts: arts, music, visual arts, practical art, drama, performance music, photography, drawing, creative handicraft, creative needlework. Physical education: physical education, gymnastics, dance, health. Religion: religion, history of religions, religion culture, ethics. Practical and vocational skills: vocational skills (preparation for specific occupation), techniques, domestic science, accountancy, business studies, career education, clothing and textiles, driving, home economics, polytechnic courses, secretarial studies, tourism and hospitality, sloyd (handicraft). Other: Subjects that cannot be classified under one of the above headings. #Back_to_table ▀ Notes on specific countries Coverage Austria: For 11 to 14-year-olds a weighted mean of the general secondary school (Hauptschule) and the lower branch of the academic secondary schools (AHS) was calculated on basis of the distribution of the students enrolled in these two programmes. For the typical program of the 15 year-olds the upper branch of the general academic schools was used but also a representative list of vocational programs at this stage. Bringing them together by calculating a mean figure only made sense at the total sum because of the large diversity of the subjects. For the least demanding program of the 15 year-olds the pre-vocational year at secondary schools was taken under consideration. Modern foreign languages, for 7- and 8-year-olds: 32 class sessions per year are devoted to “modern foreign languages” and are integrated into other subjects (except reading and writing own language). Practical and vocational skills for 7- to 10-year-olds: 10 class sessions per year are devoted to “behaviour in traffic” and are integrated into other subjects. Modern foreign languages for 15-yearolds: in some schools Latin can be chosen additionally to a modern language. Non-compulsory curriculum: on average 1.5 class sessions a week are offered in respect of electives, support for special students, etc. . #Back_to_table Belgium (Flemish Community): In ISCED level 1, 'Nederlands' (= Dutch) is classified in the category reading, writing and literature, 'Wiskunde' (= Mathematics) in mathematics, 'Wereldoriëntatie' (= environmental studies) in other, 'Frans' (= French) in modern foreign languages, 'Lichamelijke Opvoeding' (= physical education) in physical education, 'Muzische vorming' (= expressive education) in arts, 'Zedenleer/Godsdienst' in (= moral education/religious education) in religion. For science and social studies we have made a reference to 'other' because of the crosscurricular character of the environmental studies; neither technology nor the practical and vocational skills are included in the curriculum of the elementary education. 6 Annex 3 EAG 2007 In ISCED level 2, 'Godsdienst/Niet-Confessionele Zedenleer'(= moral education/religious education) is classified in religion', 'Aardrijkskunde' (= geography) and 'Geschiedenis' (= history) in social studies, 'Biologie' (= biology) in biology, 'Engels' (English) and 'Frans' (French) in modern foreign languages, 'Lichamelijke opvoeding' in physical education, 'Muzikale opvoeding' and 'Plastische opvoeding' arts, 'Nederlands' in reading, writing and literature, 'Wiskunde' in mathematics, 'Technologische opvoeding', 'Exploratie', 'PV Realisatietechnieken Gezinstechnieken' (= PV = partical subjects), 'PV Realisatietechnieken Nijverheidstechnieken' and 'Informatieen communicatietechnologie' in practical and vocational skills. In ISCED level 3, 'Godsdienst of Niet-confessionele zedenleer' is classified in religion, 'Aardrijkskunde' and 'Geschiedenis' in social studies, 'Biologie' 'Chemie' 'Fysica' in sciences, 'Engels' and 'Frans' in modern foreign languages, 'Lichamelijke opvoeding' in physical education, 'Nederlands' in reading writing and literature, 'Wiskunde' in mathematics. In ISCED level 2 first grade we have taken into account for the umbrella organization of the municipal education and the Flemish Community education the number of class sessions of the 'eerste leerjaar A'. In ISCED level 2 second grade we have taken into account for the umbrella organization of the municipal education the number of class sessions of 'Artistieke vorming', 'Bouw-en houttechnieken', 'Handel', 'Hotel-voeding', 'Industriële wetenschappen', 'Latijn', 'Mechanica-Elektriciteit', 'Moderne wetenschappen', 'Sociale en technische vorming'. In ISCED level 2 second grade we have taken into account for the umbrella organization of the Flemish Community education the number of class sessions of 'Agro- en biotechnieken', 'Artistieke vorming', 'Ballet', 'Bouw- en houttechnieken', 'Grafische technieken', 'Grieks-Latijn', 'Handel', 'HotelVoeding', 'Industriële wetenschappen', 'Latijn', 'Maritieme vorming', 'Mechanica-elektriciteit', 'Moderne wetenschappen', 'Sociale en technische vorming', 'Topsport'. In ISCED level 3 we have taken into account for the umbrella organization of the municipal education the number of class sessions of 'Economie', 'Humane wetenschappen', 'Latijn', 'Wetenschappen'. In ISCED level 3 we have taken into account for the umbrella organization of the Flemish Community education the number of class sessions of the 'Economie', 'Grieks', 'Grieks-Latijn', 'Humane wetenschappen', 'Latijn', 'Sport', 'Wetenschappen'. For the umbrella organization of the schools run by the provincial authorities we have taken into account the number of class sessions recommended by the umbrella organization of the municipal education. With regulations are meant the recommendations of the umbrella organizations. For the 15 years in least demanding programme (deeltijds beroepssecundair onderwijs) is meant with regulations the 'Besluit van de Vlaamse Regering van 31-7-1990 houdende inrichting van het deeltijds beroepssecundair onderwijs, laatst gewijzigd bij besluit van 13 januari 2006. The numbers of class sessions of the recommendations of the two umbrella organizations have been computed as mathematical means. 7 Annex 3 EAG 2007 For the least demanding programme, there is only one regulation for all school types. . #Back_to_table Czech Republic: Optional subjects may be introduced in grade 7, but must be included in grades 8 and 9. Each optional subject is taught for at least one semester. They include foreign languages, conversation in a foreign language, computer science, technical education, technical drawing, introduction to economics and accounting, seminar from social sciences, seminar and practical work from geography, seminar and practical work from natural sciences, administrative services and home economics. This list of optional subjects may be extended by the school head in accordance with the facilities and staffing available at the school and the interests of the pupils, as long as they observe the Basic Educational Standard. . #Back_to_table Denmark: Modern foreign languages: English is compulsory for all students from grade 3 onwards, with 2 class sessions a week (30 hours a year). For grades 7, 8 and 9 (13 to 15-year-olds) it is compulsory to choose German or French if students are going to have access to general upper secondary education. Only 10% of these students do not choose German or French. In that case it is compulsory to choose another subject. #Back_to_table England: Other includes: PSHE (Personal, Social and Health Education), Citizenship, Sex and Relationships. #Back_to_table Finland: Science includes geography. Physical education includes health. Practical and vocational skills include student counselling and home economics. Optional language is possible in the 5th and 6th class (11 and 12-year-olds). At the upper stage (13-year-olds and up) schools may provide the following subjects as elective subjects (non-compulsory curriculum): applied and advanced studies in common subjects, interdisciplinary modules, languages and subjects related to information technology. These elective subjects are not defined by the national time allocation. They have a total maximum however, but as it is not possible to give an estimation as they are coded as ‘m’ in the tables. #Back_to_table Greece: For students aged 10 and 11 years, Other includes the subject ‘civil education’ (one hour per week). For students aged 12, 13, 14 and 15, Other includes the subjects ancient Greek literature (Grades 7 to 10: in each grade four hours per week), civil education (Grade 9: two hours per week) and domestic economics (Grade 7: one hour per week, Grade 8: two hours per week). #Back_to_table Hungary: Geography is divided between science and social studies. #Back_to_table Iceland: All 15-year-olds are following the mainstream program in compulsory education so there is no entry in the ‘Age 15 minimum required programme’ column. #Back_to_table Ireland: The curriculum for primary schools is an integrated curriculum and envisages an integrated learning experience for children. The learning experiences organised for children should facilitate cross-curricular activity. To assist schools in planning the implementation of the curriculum, a time framework is suggested that allocates a minimum time to each of the curriculum areas. Four hours each day must be set aside for secular instruction. A period of two hours per week of ‘discretionary time’ is allowed in order to accommodate different school needs and circumstances, and to provide for the differing aptitudes and abilities of the pupils. This is included under ‘compulsory flexible curriculum’. 8 Annex 3 EAG 2007 Time allocation is based on the following weekly framework for a 36.6-week school year in primary education: English (4.5 hours), Irish (3 hours), mathematics (3 hours), social, environment and scientific education (3 hours, divided between Science and Social Sciences), social, personal and health education (0.5 hours, included in Other), physical education (1 hour), arts education (3 hours), discretionary curriculum time (2 hours), religious education (2.5 hours), assembly/ roll call (2.5 hours, included in Other) and small breaks (0.8 hours, included in Other). Total 25.8 hours. Recreation (typically 2.5 hours) is not included in the curriculum tables. The whole curriculum in primary education is obligatory for all pupils except those with special educational needs. Learning support measures are available for such pupils. Children are granted exemption from religious instruction at the request of their parents or guardians. The figures on ‘Other’ include social, personal and health education, assembly time, roll call and small breaks. The Curriculum for the 12-to-15-year-olds age group consists of compulsory subjects and approved subjects. The compulsory subjects are Irish, English, mathematics and social studies (includes history, geography and civic, social and political Education). In TablesD1.2a and D1.2b (available on the internet only for 2005), the total compulsory part of the curriculum includes English and Irish, mathematics and social studies (history, geography and civics, social and political education). Students must also take two subjects from the following list of approved subjects: Latin, Greek, Spanish, Italian, French, German, science, technology, home economics, music, art/craft/design, materials technology, metalwork, technical graphics, business studies, typewriting and environmental studies. In practice, most schools offer and take three rather than two of the above list of approved subjects. Because most students take science and at least one foreign language from the list of approved subjects, these two subjects have been entered in the data as compulsory subjects and the third subject taken by most students has been entered under non-compulsory curriculum. It is intended that religion and physical education should form part of the curriculum in all schools. There are no regulations governing the precise amount of time to be spent each year on teaching the individual subjects of the curriculum. #Back_to_table Japan: In elementary schools 2nd grade (7 years old) Life study is divided into “science” and “social studies”. “Technology” consists of the technology field in the subject technology/ home economics in lower secondary school 1st-3rd grade (12 to 14-year-olds). “Arts” consists of music and craft (in elementary school) or music and fine art (in secondary school). “Other” consists of home economics (in elementary school 5th-6th grade; 10 to 11-year-olds), home economic field (as part of technology / home economics), moral education, class activities in special activities and period of integrated study. #Back_to_table Korea: The data reflect the education curriculum implemented in 2005. For 7-year-olds, only the total amount of annual instruction time is reported because the national education curriculum was designed to be interdisciplinary for this age group, which makes it very hard to partition the total instruction hours by subject matters except reading, writing and literature and mathematics. #Back_to_table Luxembourg: The mother tongue of the students is the Luxembourg language (Letzebuergesch). This language is also used and taught in pre-primary education. From Primary education onwards, the language of instruction is German, whereas French is taught as a foreign language. In primary education 1 hour per week is spent on Luxembourg language (Letzebuergesch). ‘Reading, writing and literature’ includes both Letzebuergesch and German, although in Luxembourg German is considered to be a foreign language. #Back_to_table 9 Annex 3 EAG 2007 Netherlands: The duration of one class session may vary in primary education (i.e. for students aged 9 to 11). #Back_to_table Norway: Although the compulsory curriculum is shown in Table D1.2 (available on the internet only for 2005) as entirely core, there is in practice some flexibility for schools i.e. for pupils aged 6 to 12, 38 lessons are compulsory flexible curriculum and for the lower secondary stage 152 lessons are compulsory flexible curriculum. #Back_to_table Portugal: Grades 5 and 6 (10 and 11-year-olds): The time allocated to ‘Reading, writing and literature’, ‘Social Sciences’ and ‘Foreign Languages’, as well as the time allocated to ‘Mathematics’ and ‘Science’ is managed flexibly within statutory time parameters, following school criteria and priorities. The data presented are according known criteria and practices. 10 to 14-year-olds (grades 5-9): ‘Other’ comprises ‘Project area’, ‘Tutorial study’ and ‘Civic Education’. Students’ work in these 3 curricula areas must incorporate the use of ICT. A meaningful part of ‘Tutorial Study’ is meant to complement Math and Portuguese (Mother tongue). ‘Tutorial study’ is monitored by two teachers of different areas (usually Math or Science and Languages or Humanistics). Grade 10 (15-year-olds in typical programme): It was taken into account the design of ‘Scientific and Humanistic studies’ (generalistic), which are attended by the majority of students. The curricular design has two areas: General (compulsory core curriculum) and Specific (compulsory flexible curriculum). The specific area, which is aligned with the theme of the course, comprises a main subject (either Math, History, Foreign Language or Drawing with 102.6 class session) and one optional (102.6 class sessions). Religion is now the only subject that is part of the non-compulsory curriculum. 15-year-olds in least demanding programme: In 2004/2005 a new set of professional courses (Courses of Education and Training) was launched. Most students attend ‘Type 4’ courses, which address students that have already completed grade 9. These courses encompass the following components: Social-cultural (common to all course types, although their time load is different), Scientific, Technological and ‘In-work’ training. Courses last 36 weeks (30 at school and 6 ‘in-work’), within which schools have some flexibility to manage the curricula. #Back_to_table Scotland: In primary schools, 15% of instruction time is allocated to environmental studies, which refers to science, social subjects (history, modern studies etc.), technical education and home economics. Fifteen percent of instruction time is allocated to ‘expressive arts’, which refers to music, art, physical education and drama. Other categories contain personal and social development and health education. In lower secondary education, 30% of instruction time is allocated to environmental studies, 15% of instruction time is allocated to ‘expressive arts’ and 15% of time is allocated to ‘Religious and Moral Education’. #Back_to_table Spain: ‘Reading, writing and literature’ includes both Spanish language and the language of the community, in those communities with another official language besides Spanish. For all age groups, the category ‘Other’ refers to the subject matter ‘Tutorial’; it consists of a class where the tutor teacher can work with the group in a wide variety of aspects as those related to social skills, class climate, effective study techniques, career counselling, civics, drugs prevention, etc. according to a plan designed together with the Department of Counselling. 10 Annex 3 EAG 2007 The non-compulsory curriculum consists of a non-compulsory elective subject that students are entitled to above the compulsory hours of teaching. This possibility is negligible in all Autonomous Communities. 15-year-old students in the typical programme must choose two subjects out of Natural Sciences, Plastic and Visual Arts, Music and Technology. As it is a students’ choice, the time devoted to these subjects was considered as compulsory flexible curriculum. The less demanding programme for 15-year-olds consists of the same programme with the same objectives as for the general students but with some relevant adaptations of the curriculum contents and methodology and smaller groups. It is devoted to those students who have presented learning difficulties or problems to follow normal classes. The possibilities to choose among different subjects of the compulsory core curriculum are higher, being this decision made by the teachers. This programmes lead to the same certification as the regular programme. #Back_to_table Interpretation Australia: The non-compulsory curriculum estimate should be taken as a minimum. Non-compulsory activities are more likely to be instigated by individual schools than regional bodies. The Australian States and Territories education systems have for some time moved to an outcomes-based system, and therefore the flexible part of the curriculum has increased, while the compulsory core subject times have decreased. The data included in the “Compulsory Core Curriculum” are indicative only. #Back_to_table Austria: Considering the distribution of the different subjects within the compulsory curriculum the figures can be seen as typical (schools have a certain flexibility in shifting lessons from one subject to another). However, the total sum of the compulsory curriculum must not be exceeded and is therefore a maximum. For the non-compulsory curriculum the figures can be considered as typical (elective and remedial courses). #Back_to_table Belgium (Flemish Community): In the Flemish Community of Belgium, the government prescribes the attainment targets that must be strived for and reached by the majority of pupils in the level and the discipline they are in. The teaching methods, the curricula and the timetables are the responsibility of the organising bodies of the schools. The curricula, however, have to include the (subject-related) attainment targets whilst timetables in secondary education must respect a basic training composed of a certain number of general subjects. This part of the study package, the common part, is equal for all pupils of the same year. In addition, pupils can select several specific subjects, depending on line of study; this is the optional part. In primary education (7 to 9-year-olds) modern foreign languages may be given, and are given by some schools, but the umbrella organizations do not recommend it. Number of lesson periods (of 50 minutes each) per week: Pre-primary and primary (up to 11-yearolds): 28. Secondary (12-year-olds and up): 32. Age 15 years in minimum required programme: The law of 29 June 1983 relating to compulsory education provided for the creation of part-time vocational secondary education (DBSO). In DBSO, the timetable is reduced to 15 lesson periods of 50 minutes weekly (social-general/ technical/ 11 Annex 3 EAG 2007 vocational training). Part-time secondary education is provided by Centres for Part-time Vocational Education (Centra voor Deeltijds Beroepsonderwijs), of which there are 46 in the Flemish Community. They are linked to secondary schools that offer technical and vocational education. Pupils can also attend courses organised by the Flemish Institute for Entrepreneurship (Vlaams Instituut voor Zelfstandig Ondernemen) (VIZO). From the age of at least 15 years old on, young people may enter an apprenticeship contract with an employer-instructor. The student gets the opportunity to learn the profession in the day-to-day practice of the enterprise, four days a week. The apprentice spends the fifth day in a VIZO training centre, where the pupil obtains an additional vocational training and a general and social education course. Belgium (French Community): In primary education, teaching is organised in cycles of two to three years of which each is characterized by competences to work or study. Every provider has autonomy outside of the hours reserved for physical training, religion or a foreign language. Age 15 typical programme: the indicated number of hours corresponds to the obligatory maximum periods. #Back_to_table Czech Republic: The number of lessons for all subjects and their organisation in grades 6 to 9 (11 to 14-year-olds) is determined by the school head in agreement with the teachers so that all subjects in the curriculum are taught in the given year. The minimum number of lessons per subject must be respected, as well as the stipulated number of lessons per week. Age 15 typical programme (grade 10): School heads are allowed to deviate from the official documents. They may alter their curriculum observing certain rules, usually by no more than10% of the total number of hours. The curriculum in individual subjects may be altered by up to 30% of the total number of teaching hours. Schools may form their own curricula that can be used after an approval by the Ministry of Education. Age 15 least demanding programme (grade 10): in vocational educational programmes, pupils learn 26 lessons per week (total 1004.4 hours in this year), including 18 work-based learning lessons per week. The work-based lessons are excluded from the instruction time in Table D1.1. #Back_to_table Denmark: The minimum number of lessons for each grade is regulated by law, but not the number of lessons for each subject, which is decided at the municipal level. The breakdown of figures in the tables follows the national guidelines for the distribution of lessons. The national guidelines are made for the public schools (Folkeskolen) but generally speaking the guidelines are followed also by the private schools. From school year 2003/2004 to school year 2005/2006 the number of lesson periods will be gradually increased, for grades 1, 2 and 3 respectively. From school year 2004/2005 on, for grade 2 (8-year-olds) it is compulsory to have one more class session per week (30 hours a year) for both Danish and Mathematics compared to the previous school year. #Back_to_table Finland: National regulations define the minimum number of hours of instruction for compulsory subjects at the lower and upper stages of comprehensive school. Within these limits schools decide themselves how to distribute them during the six years at the lower stage and three years at the upper stage. The upper three years of the comprehensive school curriculum include a considerable amount of flexibility in the form of elective subjects. #Back_to_table 12 Annex 3 EAG 2007 France: For 2004/2005, there is a new compulsory core curriculum for CE1 students (7-year-olds) and CM2 students (10-year-olds). #Back_to_table Greece: The figures on instruction time are derived from estimates of the average duration of one class session. For 15-year-olds the total number of compulsory, flexible and intended instruction hours per year is available. The first grade of upper secondary education (at the age of 15-year-olds) is a grade of programme orientation, which will generally include lessons with total duration of 30 instructional hours per week and optional lessons as well. From the optional lessons the student is obliged to choose one two-hour duration lesson per week. That is, the students of the first grade of upper secondary education will attend compulsory lessons which will have 32 hours duration per week. Additionally, every student, if s/he wants, can attend one more two-hour lesson per week of his choice (Ministerial Decision Γ2/5410/27-12-2000 and Γ2/4685/7-9-2001). #Back_to_table Hungary: In 2004/2005 a modified National Core Curriculum was introduced at the 1st grade (7-yearolds), in the other grades the Frame Curriculum was in force (the Frame Curriculum is a recommended form). From 2003/2004 on new (also recommended) Frame Curricula were introduced in the 5 th, 9th and 10th grades (11, 15 and 16-year-olds respectively) with lowered numbers of lessons. In 2004/2005 this new Curriculum has reached the 6th grade (12-year-olds). #Back_to_table Iceland: 10 years of compulsory schooling, starting at age 6. #Back_to_table Israel: The data in Table D1.1 of EAG 2005 were incorrect. They should have been multiplied by 0.75. #Back_to_table Italy: Data differ from the ones of the previous year because of the recently introduced school reform in primary and lower secondary schools. Because of this, the school year 2004/2005 has to be considered as a transitory one. Though theoretically the reform defines 891 compulsory class sessions per year and 99 non-compulsory ones, schools have generally spread the core curriculum over all the 990 class sessions (30 weekly hours per average school year of 33 weeks). #Back_to_table Netherlands: 40% of 14- and 15-year-olds follow vocational education. These students were excluded. #Back_to_table New Zealand: In New Zealand all decisions about the allocation of time for curriculum (national or local curriculum) are decided at the level of the individual school, and this information is not collected centrally. The national curriculum is specified through seven learning area statements. State and state integrated schools are required to provide programmes of learning based on the statements of all students in years 1-10. However how the schools do this is not prescribed either in terms of time allocations or programme/timetable arrangements. In Year 11 (typically aged 15), 12 and 13 there is no compulsory curriculum. Generally students will set their own policies concerning compulsory subjects. These are typically English (or Te Reo Maori) and mathematics and in many cases science and physical education. #Back_to_table Portugal: The curricular reform of lower secondary education in 2002/2003 encompasses all grades (grades 7 to 9; 12 to 14-year-olds) of ISCED 2. 13 Annex 3 EAG 2007 In 2004/2005 a curriculum reform addressing ISCED 3 (grades 10 to 12; 15 to 17-year-olds) was set up which will encompass all grades progressively. Therefore, the curriculum for 15-year-olds in the typical programme changed considerably. #Back_to_table Scotland: It is impossible to calculate the number of class sessions undertaken by students at each stage every year, as this is not prescribed in any documentation. It is up to individual schools and educational authorities how they divide their lessons. Guidance is provided on the minimum percentage of the curriculum that should be given to subject areas. In primary education this is 20% language, 15% mathematics, 15% environmental studies, 15% expressive arts, 15% religious and moral education and 20% left for flexibility. For lower secondary schools, the guidance is 20% language, 10% mathematics, 30% environmental studies, society, science and technology, 15% expressive arts, 5% religious and moral education and 20% left for flexibility. #Back_to_table Slovenia: Work-based learning for pupils in least demanding programmes (including practical and vocational skills) is part of the curriculum and takes place in schools. #Back_to_table Spain: Through official regulations, the Ministry of Education establishes the national minimum core curriculum, which must be implemented in the Autonomous Communities (55-65 % of instruction time). The rest up to 100% of instruction time is regulated by each Autonomous Community, according to their own priorities. The foreign language in the first two years of primary education has been experimentally introduced in some Autonomous Communities. Regarding lower secondary education, the Ministry of Education changed the national minimum core curriculum by the end of the year 2000, which made the Autonomous Communities reorganize their own timetables in order to incorporate the changes at national level. #Back_to_table Sweden: Intended instruction time per year for each school subject as well as the duration of one class session is not regulated nationally in Sweden, but decided on locally The data on Sweden has been estimated (for more details see the methodology section). #Back_to_table Turkey: Students at the 10th grade in general secondary education start to take courses according to their choice of specified subject training programmes. The number of class sessions is calculated by taking the average of these specified subject programmes (social weighted subject and science weighted subject). Therefore the reported figure on total compulsory curriculum for grade 10 is higher than for grade 9, although the time spend on compulsory curriculum is the same. #Back_to_table Methodology Australia: The data are based on weighted averages of State and Territory responses, which derive the data from relevant industry awards. The weights are based on the number of public school enrolments for each State or Territory. For the duration of one class session, missing data are excluded from the calculation and weights are based on States or Territories who responded to the particular question. For curriculum estimates are based on a weighted average of all States/Territories. #Back_to_table Austria: This school year is calculated on the basis of 180 days of instruction. #Back_to_table Belgium (French Community): The data concern the schools financed by the French Community. Private teaching or teaching organised by international institutions is not included. #Back_to_table 14 Annex 3 EAG 2007 England: Data are collected in a National Sample Survey, the Monitoring Curriculum and Assessment Project. For 7 to 11-year-olds: 2003/2004; for 12 to 14-year-olds: 2004/2005. #Back_to_table France: Data are based on national statistics. #Back_to_table Finland: All figures are estimates based on theoretical average. #Back_to_table Germany: Data are based on weighted means. #Back_to_table Greece: The number of class sessions is based on 40 teaching weeks in primary education and 38 teaching weeks in secondary education (ISCED 2 and 3). #Back_to_table Iceland: Number of class sessions per week multiplied by 36 weeks. Minimum numbers of sessions and weeks according to law and regulations. #Back_to_table Ireland: In primary education, the duration of one lesson may vary. The average lesson unit is of 30 minutes duration. In lower secondary education, the allocation of instruction time represents an estimation of what is the general practice in schools, based on an average individual class unit of 40 minutes duration. The yearly figures are calculated with reference to the Rules and Programme for Secondary Schools and on an estimate of their application in a typical school of 700/800 students. The flexible compulsory part of the curriculum is calculated by assuming that all schools offer two additional subjects from the list of approved subjects and allocate four teaching periods of 40 minutes to each of these subjects. For purposes of this data collection, the total compulsory part of the curriculum includes English and Irish, Mathematics, Social Studies (History, Geography, and Civics, Social and Political Education). Schools, which are administered by Vocational Education Committees, may substitute one or more practical subjects for History and Geography as part of the core curriculum. A major review of the curriculum by the Statutory Curriculum and Assessment Board has been ongoing for almost ten years. New and revised syllabi have been adopted and are gradually introduced following in-service training programs. #Back_to_table Israel: Only official education is included. #Back_to_table Italy: In primary education the compulsory core curriculum, after school reform, is spread over 27 hours per week. Each school can add 3 more hours per week dedicated to the enrichment of the core curriculum and the majority of the schools comply. Statistical data of the Ministry of Education show that only 5% of the schools adopted the 27 hours per week curriculum. Some schools, approximately 24%, offer a timetable called ‘full time’, which is based on 40 hours a week spread over 5 week days, but which includes transport and canteen services. #Back_to_table Japan: The instruction time allocated for “Compulsory flexible curriculum” for 12-to-14-year-olds can be decided by each school in the allowable range specified by Chugakko-Gakushu-Shido-Yoryo (The Course of Study in Lower Secondary Schools 2002). The instruction time for “Compulsory flexible curriculum” for 12-to-14-year-olds is an average of the minimum and maximum hours. 15 Annex 3 EAG 2007 The instruction time allocated for “special activities” other than “class activities” is estimated from survey data this year since it is not specified in the courses of study and schools can allocate appropriate instruction time. Instruction time for the period of integrated study for lower secondary school 1 st-3rd grade (12 to 14year-olds) is an average of the minimum and maximum hours. #Back_to_table Portugal: The number of class sessions per year was calculated on a basis of 35.2 weeks of intended instruction time, except for the students aged 15 (attending the least demanding programme), where 37 compulsory weeks were considered. #Back_to_table Spain: All figures represent averages of the number of hours per year devoted to each subject in each Autonomous Community in 2004/2005, weighted by the number of students in each Community in the respective ISCED level. In the Autonomous Communities of Navarra and the Basque Country, there are different educational “models” depending on the dominating teaching language. In these models the number of hours devoted to Spanish language and the Basque language vary, and consequently, so do the number of hours for some other subjects. Here the models in which the majority of students participate are considered. #Back_to_table Sweden: Intended instruction time per year for each school subject is not regulated nationally and the duration of one class session may vary. It is decided locally. Thus, intended instruction time for students aged 7 to 15 has been estimated by dividing the total number of hours per required school subject over the nine years of compulsory education. This may mean that in a given year, the intended instruction time for certain school subjects may be overestimated (e.g. reading and writing in Mother tongue or in Arts) and underestimated in other grades and subjects (e.g. science). #Back_to_table Turkey: The data presented are the average of social specified subject programmes and science specified subject programmes for 10th grade. #Back_to_table 16 Annex 3 EAG 2007 Sources and references Indicator D1- How much time do students spend in the classroom?: sources and references Country Australia Austria Belgium (Fl.) Belgium (Fr.) Czech Republic Denmark England Finland France Germany Source and reference period State and Territory Education Departments. Year:2005. Age reference is 30/06/2005 Law or policy document based on law (“Lehrplan”). Curricula are public ordinances which are enacted by the Federal Ministry. School year: 2004/2005. Recommendations on the number of class sessions from the umbrella organization of the ‘Flemish Community education’, the ‘municipal education’ and the ‘schools run by the provincial authorities’ (this last umbrella follows in its recommendations the number of class sessions recommended by the umbrella organization of the municipal education). School year: 2004/2005. Circulaire no 65 (horaire des élèves et des enseignants) - Décret de la Communauté française du 13 juillet 1998, Directives pour l'année scolaire 2004/2005 : organisation, structures, encadrement, Ministère de la Communauté française, Direction générale de l’enseignement obligatoire. School year: 2004/2005. Government decree. School year: 2004/2005. Act on the folkeskole. School year: 2004/2005. Monitoring Curriculum and Assessment Project. School year: 2004/2005 Basic Education Act (1998/628); Decree (1998/852); The Council of State Decision (1993/834) on the comprehensive school distribution of lesson hours; National Board of Education: Framework Curriculum for the Comprehensive school (1994); Ministry of Education: Education in Finland, Basic Education. School year: 2004/2005. Law and policy documents based on law. School year: 2004/2005. Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany. School year: 2004/2005. Greece Hungary Law and policy documents (data based on formal arrangements). School year: 2004/2005. Public Education Act 1993, The Amendment of the Public Education Act 1996, 1999, 28/2000. Ministerial decree on the Frame Curriculum., 10/2003. School year: 2004/2005. Iceland Act on Compulsory Education no. 66/1995 and Regulation on Enforcement of National Curriculum in Compulsory Schools no. 43/1996. School year: 2004/2005 Ireland Department of Education and Science statistical reports and circulars; Primary School Curriculum – Introduction; Rules and programme for Secondary Schools. School year: 2004/2005. Data are based on formal arrangements, by the Ministry of Education. School year 2004/2005. A) Law and policy documents based on law.: 1) ‘Testo Unico, D.lgs n. 297 of 14.4.1994’, 2) law ‘Delega al Governo per la definizione delle norme generali sull’istruzione e del livelli essenziali delle prestazioni in material di istruzione e formazione professionale, L n. 53 of 28/03/2003’, 3) Ministerial Decree n.61 of 22/07/2003’. B) National statistics issued by ISTAT and by Ministry of Education. School year: 2004/2005. Shogakko-Gakushu-Shido-Yoryo (The Course of Study in Elementary Schools 2002), and Chugakko-Gakushu-ShidoYoryo (The Course of Study in Lower Secondary Schools 2002, Ministry of Education, Science, Sports and Culture. School year: 2004/2005. Israel Italy 1 Japan Korea The 7th Primary School Curriculum (1997), by the Ministry of Education. School year: 2005. Luxembourg Ministry for Education and Vocational Training, Horaires et Programmes. School year: 2004/2005. Mexico Law and policy documents based on law. Secretaría de Educación Pública, Normas de inscripción, reinscripción, regularización y certificación para escuelas primarias oficiales y particulares incorporadas al sistema educativo nacional periodo escolar 2002/2003, Agosto 2002, México. Secretaría de Educación Pública, Normas de inscripción, reinscripción, regularización y certificación para escuelas secundarias oficiales y particulares incorporadas al sistema educativo nacional periodo escolar 2000-20001, Agosto 2000, México. School year: 2004/2005. Netherlands Primary education is based on empirical data (PRIMA cohort) and lower secondary education is based on law (WVO). School year: 2004/2005. New Zealand Norway Portugal School year: 2005. Law and policy document based on law – subject syllabus (Læreplaner L 97). School year: 2004/2005. Law/Policy document: i) Despacho Conjunto nº 25/SERE/SEAM/88, Despacho Normativo nº 24/2000, Despacho nº 12 110/2000, Despacho nº 13 859/2002 - Organization of the School Year; ii) Decreto-Lei nº 286/89, Basic and Secondary National Curricula Decreto-Lei 6/2001 (Reform of basic education), Despacho 13 779/2001, Despacho Conjunto 665/2001 (10th grade vocational programme). School year: 2004/2005. Scotland The structure and balance of the Curriculum 5-14. Curriculum Design for the Secondary Stages: Guidelines for schools. School year: 2004/2005. Ministry of Education and Sport. School year: 2004/2005. Slovenia 17 Annex 3 EAG 2007 Spain Sweden Turkey The national Royal Decrees establishing the national core curriculum are: Royal Decree 1006/1991, of June 14 th, which sets the minimum core curriculum for primary education, Royal decree 3473/2000, of December 29th, which modifies the Royal Decree 1007/1991, of June 14th, which sets the minimum core curriculum for lower secondary education. Each Autonomous Community publishes, in the respective bulletins, their own official regulations regarding instruction time in primary and lower secondary education based on the above-mentioned Royal Decrees. In 2002 was approved the ORGANIC LAW 10/2002, of December 23rd, for the Quality of Education (LOCE), which modifies the past ORGANIC LAE 1/1990, of October 3rd, of the General Ordination of the Educational System (LOGSE). Nevertheless, this law was quickly paralysed by the new administration in government in May 2004, although it has been partially implemented by some Autonomous Communities. School year: 2004/2005. Law or policy document based on law (data on formal arrangements). School year: 2004/2005. Regulations of Primary Education Institutions, 1992; Primary School Lesson Table weekly, 1998; General High Schools Lesson Tables weekly, 1998; Instructions and Regulations of Secondary Education, 2002 Institutions. School year: 2004/2005. 18 Annex 3 EAG 2007 INDICATOR D2: What is the student-teacher ratio and how big are classes? ▀ General notes Methodology The ratio of students to teaching staff is calculated by dividing student numbers in full-time equivalents by the number of teaching staff in full-time equivalents. Teaching staff refers to professional personnel directly involved in teaching students (and whose primary function is teaching) but excludes Teachers’ aides and teaching/research assistants. #Back_to_table ▀ Notes on specific countries Coverage Austria: Data on trainers in the work-based element of combined school and work-based programmes are not available. Therefore the number of students in combined school and work-based programmes is converted using a factor of 0.3 in the calculation of the ratio of students to teaching staff. #Back_to_table Belgium: Data exclude independent private institutions. These data are not collected by the Education Department. Data concerning personnel working in secondary education refer to all secondary education (including personnel from ISCED levels 2 and 3) and post-secondary non-tertiary education (ISCED level 4). In the case of personnel working in “hogescholenonderwijs” (non-university tertiary education) it is not possible to make a distinction between type 5A and type 5B programmes (in both the Flemish and French Communities). However, all “hogescholenonderwijs” personnel are included in the total for higher education. Data exclude students and teachers from the German-speaking Community whose distribution by level of education is not possible. Data relating to the French Community exclude teachers and students from social advancement education that are not reported in ISCED levels 2, 3 and 5. #Back_to_table Finland: Upper secondary education includes teachers in all vocational and technical programmes. Teachers at post-secondary non-tertiary and tertiary-type B levels (ISCED 4 and 5B), and teachers in vocational programmes at tertiary-type A level (ISCED 5A) are included in upper secondary education. However, the number of tertiary-type A and B students in these programmes is negligible. #Back_to_table Germany: As data on the work-based element of combined school and work-based programmes are not available, the number of students in combined school and work-based programmes is converted using a factor of 0.4 (e.g. Dual System) in the calculation of the ratio of students to teaching staff. The factor of 0.4 corresponds to the share of the week usually spent at school. Data on teaching staff for Vocational Academies (ISCED 5B) are not available. Data on advanced research programmes (ISCED 6) are not included in Table D2.2. #Back_to_table 19 Annex 3 EAG 2007 Iceland: Students in multi-grade classes are included but were excluded previously to EAG 2005. #Back_to_table Ireland: Programmes at lower secondary, upper secondary and post-secondary non-tertiary levels are generally provided in the same institutions (i.e. secondary schools) and are taught by personnel who teach at more than one level and in many cases at all three levels. It is therefore not feasible to provide a breakdown for teachers by level of education. Thus, the distribution of teachers by age group in upper secondary education includes teachers in lower secondary and post-secondary non-tertiary education. #Back_to_table Italy: Teaching staff excludes teachers working in regional vocational education (Formazione professionale regionale) and those in tertiary type-B private institutions. The coverage of personnel in ISCED level 5B programmes has increased by 95% in comparison to previous year, leading to a decrease of the student to teaching staff ratio at this level of about 40%.#Back_to_table Mexico: In the ratio of students to teaching staff in table D2.2, teaching staff includes instructional personnel whose primary function is teaching, whereas in EAG 2004, it also included personnel whose primary function is not teaching but have some teaching responsibilities - at least 0.25 FTE (only their teaching activities where included). This change has led to a decrease of the teaching staff included in the ratio as in Mexico, management personnel in rural schools have teaching responsibilities too. As a consequence, the ratio increased by 27%.#Back_to_table Norway: The breakdown of classroom teachers between ISCED levels 1 and 2 is estimated (67.8 % are distributed to ISCED 1 and the remaining 32.2 % are distributed to ISCED 2). This estimation results in the same values at ISCED levels 1 and 2 for the age distribution of teachers (table D6.1) and the gender distribution of teachers (table D6.2). #Back_to_table Portugal: As in EAG 2006, class size in table D2.1 excludes data from the regions Azores and Madeira. #Back_to_table Slovenia: In pre-primary education there are, according to law, two types of teaching staff in Slovenia, namely teachers and teaching assistants. The task of the teacher is to plan, prepare and implement the educational activity with children. The teacher must have completed tertiary education in a suitable field and specialisation programme completed for pre-school education. The task of the teaching assistant is to help and cooperate with the teacher in planning, preparing and implementing the educational activity with children. The teaching assistant must either have upper secondary education in the field of pre-school education or finished four-year grammar school (gimnazija) and the course for working with pre-school children. Both the teacher and the teaching assistant implement preschool education and therefore both should be considered as teaching staff/classroom teachers. Those teachers and pedagogues in primary school level who provide pupils with programme and curricular continuity, such as teachers and pedagogues in after school classes, are not included. The structured after-school schedule includes counsellor assisted homework time, diverse learning activities and free play. The programme is designed for pupils aged 6-12 who wish to stay at school after regular lessons. In 2004/05, 56.7% of primary school population attended after-school classes. At primary school level, 2078 additional teachers and pedagogues were appointed to after-school pedagogical duties. #Back_to_table Sweden: Data on class sizes are not collected on a national level in Sweden. #Back_to_table 20 Annex 3 EAG 2007 Switzerland: The breakdown of teachers working at more than one level of education between ISCED levels 0, 1, 2, 3 and 4 has been estimated on the basis of the distribution of students enrolled in these levels of education. For cantons which did not deliver data for the school year 2004/05, the number of missing teachers and full-time equivalents are estimated on the basis of the cantonal ratio students/teachers’ full-time equivalents calculated at the end of the 90’s (i.e. last known ratios). For pre-primary education, the estimated teachers amount to 14% of the total. The estimated full-time equivalents amount to 13% of the total. For primary education, the estimated teachers amount to 10% of the total. The estimated full-time equivalents amount to 13% of the total. For lower secondary education, the estimated teachers amount to 9% of the total. The estimated fulltime equivalents amount to 14% of the total. For upper secondary education (general programmes), the estimated teachers amount to 14% of the total. The estimated full-time equivalents amount to 13% of the total. Special education teachers are not included. #Back_to_table United Kingdom: Students to teaching staff ratios at secondary level only refer to secondary general education. Upper secondary vocational (further education) student data are based on a “whole-year count” (of students enrolled at any point in the year). Students enrolled for only part of the year, on “short courses” lasting a few weeks or months, are included in the further education student count. Including these students would distort calculations of students to teaching staff ratios at secondary level. #Back_to_table 21 Annex 3 EAG 2007 INDICATOR D3: What are teacher salaries? ▀ General notes The indicator draws on data from the system level data collection of Network C on Teachers and the Curriculum datasheets CURR 3: Annual statutory teacher compensation by level of education, programme orientation and number of years and level of teaching experience CURR 4: Years to grow from minimum to maximum salary, by level of education and programme CURR 5: Criteria for additional bonuses in public institutions#Back_to_table ▀ Notes on specific countries Table D3.1 Coverage and methodology Australia: The data are based on weighted averages of State and Territory responses, which derive the data from relevant industry awards. The weights are based on the number of public school enrolments for each State or Territory. Weights are based on States or Territories who responded to the particular question. #Back_to_table Austria: At the beginning of their service Austrian teachers are allocated to remuneration or pay groups on the basis of their level of qualifications. For Austrian teachers six different remuneration groups are stipulated which differ in the level of compensation. To obtain reasonable figures, weighted means were determined for the respective ISCED-levels using the distribution of teachers on the existing remuneration groups. For teachers with maximum qualifications only the highest possible pay group was considered. To obtain figures for the school year 2004/2005 weighted means of the 2004 and 2005 salaries were calculated (1/3 * salary 2004 + 2/3 * salary 2005). #Back_to_table Belgium (Flemish and French Communities): PPP and GDP per capita for the whole Belgium have been used for calculations relating to both the French Community and the Flemish Community. Belgium (Flemish Community): The Flemish Community decided not to include the ‘haard- en standplaatsvergoeding’ (‘home and local allowance’) in the gross salaries. These allowances are awarded under certain conditions if the index-linked gross salary does not exceed a fixed sum. Only the index-linked gross salaries of teachers in pre-primary, primary and lower secondary education at the beginning of their teaching careers are below the fixed sum. Consequently, only those teachers can receive a ‘haard- en standplaatsvergoeding’. 22 Annex 3 EAG 2007 Belgium (French community): The salaries are calculated on the basis of the scales which are applied at the beginning of the school year. Additional amounts for holiday and end of year allowances are included. #Back_to_table Czech Republic: Average instead of maximum amount is given for additional bonuses. #Back_to_table Denmark: Data on salaries include the teacher’s contribution to the pension fund, deducted by the employer, which is 5.7% of the salary. The employer’s contribution to the teachers’ pension, which is 11.4% of the salary, is excluded. In addition to the salary, which is given in accordance with the general salary scale as a part of the collective agreements, each teacher can have – and typically will have – personal bonuses given and decided on at the school level or by the local authorities. In accordance with the collective agreements, the personal bonuses have increased as a portion of the total salary of teachers. #Back_to_table England: Teachers can get different types of bonus and in different combinations so it is not possible to give a typical bonus or even a meaningful maximum. The various types of bonus include: a maximum management allowance of GBP 10,572 and an allowance of GBP 3,396 for teaching special needs children. Obviously few beginning teachers would get all these. On 1 April 2004 the inner London, outer London and fringe allowances were discontinued and there are now separate pay scales for England and Wales, inner London (scale minimum is 3,501 higher than for E&W), outer London and the so-called London fringe (both with smaller differentials over E&W). For teachers at the top of the main pay scale there is, in addition, an "upper pay scale" where access and progress up the scale are partly dependent on performance rather than being automatic. The upper pay scale starts at GBP 29,385 and goes up to GBP 33,978. Most teachers at the top of the main pay scale get some type of management allowance so the 15 yrs/top of scale amounts are lower than most teachers would receive in practice. Also, almost all teachers who are at the top of the main scale do move to the upper scale. Comments on years to grow from minimum to maximum: Qualified classroom teachers start on a sixpoint main scale and normally move yearly to the next point on the scale. On reaching the top of the main scale teachers may apply for access to the 3-point upper scale. If they succeeded, as most teachers do, they would move up this scale every two years to the next point. So teachers reach the top of the main scale after 5 years and those teachers admitted to the upper scale need at least another 5 years (1+2+2), for at least 10 years in total to reach the top of the upper scale. The reported data on ‘years to grow from minimum to maximum salary’ refer to the main scale only. #Back_to_table Finland: Numbers of years from minimum to maximum salary are estimated from the same data as the salary calculation. Estimates on numbers of years could be a bit biased. The old payroll system made it possible to calculate ages using salary groups (depending on the teaching experience). In the new payroll system there are no salary groups anymore, so a different kind of estimates of age had to be used. #Back_to_table Germany: The data are based on weighted averages. #Back_to_table Greece: According to the Reform Act 2470/1997 salaries at various ISCED levels are the same from 1 January, 2000 onwards. #Back_to_table Hungary: Data are averages based on a yearly survey. The survey on teachers’ earnings covers all institutions in the public sector. The survey covers all employees in educational institutions maintained 23 Annex 3 EAG 2007 by municipality, and it is also representative of employees in institutions belonging directly to the central administration (Ministry). #Back_to_table Iceland: Salary per month multiplied by 12. Not including any bonuses or possible extra payments. All figures are based on basic salaries only, in accordance with the salary scales in the wage contracts for appropriate unions in January 2001. Additional bonuses can vary. #Back_to_table Ireland: Teachers with 2 years full-time pre-service training start on the first point of a 25-point scale, those with 3 years full-time training on the 2nd point (typical for ISCED 0 and 1); those with 4 years full-time training on the 3rd point (typical for ISCED 2 and 3 teachers who require a 1-year professional course on top of a 3-year primary degree to be eligible for appointment as a teacher). There is no difference between minimum and maximum levels of training/qualifications in the common basic scale used for teachers across ISCED levels 0-3 inclusive. Qualifications held that exceed the minimum required for eligibility to be recognised as a teacher are compensated for as additional bonuses to base salaries of which only 2 from a menu may be held simultaneously at one time. #Back_to_table Israel: Salary data do not include reimbursed expenses for administrative responsibilities, salary for counselling, incentive payments or salary as a special education teacher or a teacher of gifted pupils. Teachers who have a Ph.D. degree are included in the maximum qualifications category. The salaries provided do not include a reduction of the work load due to age, level of education or supplementary payments to teachers preparing students for matriculation exams. Salary related to in-service training included in the category “Maximum additional bonuses to base salary”. #Back_to_table Japan: The gross annual salaries include a general bonus, equivalent to 4.4 months’ salary. #Back_to_table Luxembourg: The salaries include a 13th month bonus salary. Pre-primary and primary teachers are in the same category of salaries. Lower and upper secondary teachers are in the same category of salaries. Maximum qualifications are considered as “typical” and minimum level of training refers to starting teachers. The salaries after 15 years of experience are based on estimated averages. As salaries are a result of combined in-service training years and age, the number of years to grow from minimum to maximum salary is undefined. An average value might be 20 to 25 years. #Back_to_table Mexico: Bonuses are included in the gross salary amounts. #Back_to_table Netherlands: The salaries include the monthly salary, the 8% holiday allowance and single payments at the end of the year (for 2004: 4.17% + EUR 100; for 2005: 4.10%) and are based on 5 months in 2004 + 7 months in 2005. Teachers at top of salary scale get EUR 306 gratification, which is also included in the reported salaries. #Back_to_table New Zealand: Additional ‘bonuses’ are calculated on the basis of the maximum additional salary available under the terms of the relevant employment agreement. The additional bonuses for teachers include a notional maximum of 6 units for primary and 9 units for secondary based on a review of the highest number of units allocated to individual teachers in the respective sectors. #Back_to_table 24 Annex 3 EAG 2007 Norway: As the figures for 1 December 2005 are found to be representative for the school year 2004/2005, the yearly salary is calculated as the monthly salary multiplied by 12. #Back_to_table Portugal (comments on years to grow from minimum to maximum salary): The ordinary progression of teachers in the career, since they begin this profession, lasts 26 years until they reach the 10th (top) level. The progression depends on three factors: the number of years expected at each career level, to obtain a number of professional development credits and to be evaluated positively by the school management. Teachers who obtain a Master or a Doctorate in Sciences of Education or in their teaching area, have respectively, 4 and 6 year bonuses in the career progression. Comments on bonuses: Bonuses are given on a monthly basis and they usually last for the whole school year. #Back_to_table Scotland: Teachers receive their pay rise on the 1st April each year. Salaries reported are weighted averages. If the school year starts in August, the teacher will have 8 months at the salary agreed on the 01/04/04 followed by 4 months at the salary agreed on the 01/04/05 before the end of the school year. Salaries of unpromoted primary and secondary teachers are contained on a common scale, which is why the salaries for the two sectors are the same. Salary increments do not depend on training. The figure of GBP 29,827 is the maximum point on the common scale: there are no additional incremental points beyond this figure. Comments on years to grow from minimum to maximum salary: Teachers in Scotland are on a sevenpoint incremental salary scale (Points 0-6). Teachers start on point 0 and remain on this salary point until the completion of their probationary period. This is normally one academic session, although it can take longer. Assuming a teacher completes his probation within the normal timescale, it would take a teacher starting on point 0 of the scale 6 years to reach the maximum. The new Chartered Teacher Programme is not taken into account yet. #Back_to_table Spain: Since 2001, every Autonomous Community in Spain establishes its teachers’ salaries and pays salaries to teachers from their own Community Budget. They do this within the basic general guidelines for teachers’ salaries given in the National General Budget, which set the common base salaries and ‘trienios’ for all civil servants at different professional levels all over the country. Apart from the base salary, there are “general” and “teaching” salary supplements whose amounts vary in the different Autonomous Communities in such a way that the variations in final teachers’ salaries between the different Communities are, in many cases, quite substantial. For the salaries in public education, the average teachers’ salaries for Spain have been calculated as weighted means of the salaries in the different Autonomous Communities according to the number of teachers in each Community by level of education. The salary of the 2004/2005 school year has been calculated as (salary of 2004 *1/3) + (salary of 2005 * 2/3). The salary for lower secondary teachers is a weighted mean of the Autonomous Communities and also of primary and secondary education teachers because some primary education teachers also teach at the first two years of lower secondary education (25% of teachers teaching in lower secondary education are primary education teachers). 25 Annex 3 EAG 2007 Calculation method: Salary at lower secondary education = (salary of primary education teachers teaching at ISCED 2 * 0.25) + (salary of lower and upper secondary teachers * 0.75). The gross annual salaries include the end-of-year and holiday bonuses and – deviating from the definition as used by the OECD – it includes also the employers’ contribution to retirement as well as social insurance programmes. Comments on years from minimum to maximum salary: A change has taken place in the methodology used in recent years to count the years of maximum seniority a teacher can reach (and therefore the maximum salary that teachers can accumulate, since the salary in Spain increases continually until the end of the career). The maximum legal gap between the professional entry and retirement age it is not considered any more (because it affects to less than 1% of teachers). It is considered now the statistical mode of entry and retirement age (almost 90% of the Spanish teachers). #Back_to_table Sweden: The figures reported are actual average salaries. Data on “maximum qualifications” are not available for Sweden. Data are not reliable enough to be reported yet due to the fact, that registers only contain the extent of studies included in degrees from 1995 onwards. Comments on years from minimum to maximum salary: No data available on a national level since salaries are regulated in local agreements and on an individual basis. #Back_to_table Switzerland: Teacher with minimum level of training and 15 years of experience: the available data refer to the 11th year of experience, not to the 15th. Special education teachers are not included. Data are weighted national averages of cantonal data. For Cantons which did not provide data for the school year 2004/2005, the number of full-time teachers is estimated on the basis of the cantonal ratio ‘students/ full-time equivalent of a teacher’ calculated at the end of the 90’s (i.e. last known ratios). #Back_to_table Turkey: Salaries calculation based on Law and Regulation. In addition, because of the differences in salaries between classroom teachers (1-5 grade) and subject matter teachers (6-8 grade) in primary education, a weighted mean is calculated for primary education. #Back_to_table United States: The salaries are derived from the School and Staffing Survey 2003-04, a survey based on self-administered questionnaires to a representative sample of public school teachers. In order to calculate estimates for school year 2004-05, the salaries are adjusted using the Employment Cost Index (ECI; U.S. Department of Labor, Bureau of Labor Statistics). This index shows 2.5% increase in wages and salaries from 1 October 2004 to 30 September 2005 for State and local government workers in the primary and secondary school sector. Data on 15 years of teaching experience are based on the median salary amounts earned by teachers with 14, 15 or 16 years of experience, in order to have larger sample sizes and more robust estimates. Because of a revision in the USA reporting definition of teachers in this category, the data are not comparable over time. The inconsistency is due to two factors: first, the methodology for the United States data changed between EAG 2005 and EAG 2006; and second, there is a distinct problem for the United States in reporting on teachers with minimum training beyond the 10-year experience level. 26 Annex 3 EAG 2007 The methodological change that occurred was that the data that had been used to produce the 15-year salaries was no longer being collected in the Schools and Staffing Survey (SASS), the data source for this indicator. Unlike most OECD countries, the USA does not have centralized administrative records of teacher salaries. The salary data up to EAG 2005 was based on scheduled salary levels reported by a sample of school districts. School districts are the local education agencies that employ public K-12 teachers. There is generally one salary schedule per school district, but each school district has its own salary schedule levels. The SASS gathers data from around 4,400 school districts (out of more than 15,000 nation-wide). The data collected on scheduled teacher salaries for the years prior to EAG 2006 were based on averaging the scheduled teacher salaries at the 10-year and 20-year intervals. In the 2003-04 SASS district questionnaire, which served to collect the data reported for EAG 2006, the 20year interval was no longer collected. In the EAG 2005 and earlier years, the scheduled salaries were based on 10 years of teaching experience and the bachelor's degree level (which is the minimum level for hiring teachers), while the scheduled salaries for those with 20 years of teaching experience were based on those with a Master's degree. This is the typical degree level for those with more than 10 years of teaching experience in the United States. Since there was insufficient data from the district questionnaire on scheduled salaries for reporting this indicator, the data reflects actual reported teacher salaries. These are also collected in SASS, from a teacher questionnaire. SASS collects self-reported annual teacher salaries from about 42,000 teachers at all levels of teaching experience and degree levels. However, there are few teachers with only the bachelor's degree (minimum level) at 15 years of teaching experience. Most have gone on to achieve a Master's degree or its equivalent in graduate credits. With a small sample size of teachers meeting the criteria of both 15 years of teaching experience and the highest degree of a bachelor's, what was reported was based on those with 14 through 16 years of experience and the bachelor's degree as the highest degree level. So, the data reported in EAG 2006 was based on a different administration of the SASS (2003-04 rather than 1999-2000, as the data are collected only once every 4 years); the population of respondents had changed from school districts to teachers; and the methodology had changed (from administrative records to self-reported data). Comment on years to grow from minimum to maximum salary: Salary schedules are set at the school district level. There are about 15,000 districts in the Unites States. There is no single pattern for the amount of time it takes to achieve the maximum salary. Comments on additional bonuses: Bonuses are not uniform as each school district can set these separately. Education and years of experience are built into the salary schedule and 93% of school districts have a salary schedule. #Back_to_table Interpretation Finland: From February 2005 on, there have been some adjustments in the Teachers’ pay roll system. Old salary class separation does not occur anymore and teachers’ salaries are calculated by using new methods. The effects of this new system are not yet included in the reported data. Comments on additional bonuses: Most bonuses are agreed nationally in the Collective agreement for teachers. The local authorities and schools have to follow the national agreement. Some information is based on interpretation of the specialists within the Finnish Commission for Local Authority Employers. #Back_to_table 27 Annex 3 EAG 2007 Hungary: Salaries and bonuses refer to the actual average values. In January 2005 the scheduled minimum wages raised on average by 7.5% in the wage scale. The wage scale defines only the minimum, wages can be higher than the minimum. #Back_to_table Netherlands: In the new system of payment in secondary education, which has been introduced in 2004, the salary of teachers is based on the content and the weight of the function and is no longer exclusively related to the level of education of the teacher or the field in which the teacher works. In the new system teachers in secondary education can be appointed in scale LB, LC or LD, dependent on the content and the weight of the function. In this the schools are autonomous. It has been shown that a lot of new teachers in upper secondary education are no longer ranked in scale LD. The part of teachers in scale LD has been decreased from 17.9% in 2003 to 15.2% in 2005. The part of teachers in scale LB has been decreased either, from 79.9% in 2003 to 75.6% in 2005. Against the decrease of teachers in scale LB and LD there is an increase of teachers in scale LC, from 2.1% in 2003 to 9.1% in 2005. Comments on additional bonuses: Since 2001 School Boards get the so called School Budget. School Boards can make their own decision on how to spend the money from this School Budget. Thanks to this Budget, School boards have more possibilities to give additional bonuses. In 2004 "additional bonuses" have added up to 4.6% of the total gross wages in primary education and 4.4% in secondary education. As schools can make their own decisions about rewarding additional bonuses, there is no information about the criteria used by the schools, except that "family status" and "age" are no criteria for bonuses. Because all decisions are made on school level, all criteria except these two are coded as criteria on school level. #Back_to_table New Zealand: Schools are not divided into lower and upper secondary. Primary school is from Year 1 to 8 and secondary school is from year 9 to 13. Data for lower secondary education are the average of primary education and upper secondary education. In New Zealand, any teacher who has been teaching for 15 years is considered to be at the top of the salary scale. Progression is on an annual basis subject to competent performance (a test situation against national professional standards), so a teacher would be expected to progress one step each year. Entry points differ according to the level of qualification upon entry into the service. In addition, the number of years it takes a teacher to progress to the maximum salary step is dependent upon their qualifications. Teachers with a Bachelors’ degree or higher could progress to a new maximum step form February 2003. The number of years to grow from minimum to maximum salary is based on the assumption that there is an annual progression of one step a year on the salary scale from the entry at step 6 to step 14, introduced in February 2003. In practice the progression is subject to attestation against national professional standards. Comments on additional bonuses: Some bonuses are available under the terms of the national employment agreements, but eligibility relates to local (school) level decisions. These are coded as both national and school level being involved. #Back_to_table Norway: Prior to 2005 the government negotiated teacher wages and terms of employment with teacher unions. From 2005 wages were regulated in contracts between a centralised representative of municipalities, (employer) and teacher unions. This has led to a change in the source of data. 28 Annex 3 EAG 2007 Additional bonuses are negotiated at a local level. The wage agreement for the municipalities has no criteria for additional bonuses. Data on average bonuses are available, but they will not be representative for the maximum bonuses attainable to teachers. #Back_to_table Scotland: August 2003 saw the introduction of the Chartered Teacher Programme, a qualificationbased grade of teacher which awards additional salary increments if teachers undertake voluntary study modules and developmental activities, additional to their contractual hours of Professional Development. A salary increment is awarded for every second module completed. Unlike previous years, the Chartered Teacher qualification has been included under the maximum qualifications data. It is 'possible' for a pre-primary teacher to the gain Chartered Teacher qualification. #Back_to_table Slovenia (comments on additional bonuses): 0.1 coefficient amounts to the annual sum of EUR 269.14. #Back_to_table Spain: Besides the “general” and “teaching” salary supplements, there are two other supplements related to the number of years of experience: i) ‘Trienios’ - a small salary supplement added to the salary of teachers after every three-year period. In pre-primary and primary education the maximum years of experience is 40 (teachers beginning their career at 23), i.e. 13 trienios. In lower and upper secondary education, due to longer initial training requirements, a maximum experience of 38 years is possible (teachers starting their career at 25), i.e. 12 trienios. ii) ‘Sexenios’ - salary supplements added after each six-year period and related to in-service training activities (a minimum of 100 hours of officially recognized in-service training activities). Typically, all teachers fulfil this in-service requirement to be awarded with a ‘sexenio’. A maximum of 5 sexenios can be received. The ‘sexenios’ don’t exist in all Autonomous Communities (i.e. not in Basque Country, Navarra and the Canary Islands). No salary supplements for higher qualified teachers exist in pre-primary and primary education. In lower and upper secondary education, teachers with the ‘catedrático condition’ receive a salary supplement. ‘Catedráticos’ were formerly a distinct teacher level with the same qualifications but higher entry requirements. Since 1990, the ‘catedrático condition’ refers to a specific in-service attained qualification which entails a salary supplement for the rest of a teacher’s career. Only about 15% of the teachers have the ‘catedrático condition’. Two types of teachers teach at the lower secondary level: secondary education teachers and primary education teachers (25% of the teachers in the first two years of lower secondary education). Secondary education teachers teach at both lower and upper secondary education, having the same pre-service an in-service training requirements and also receiving the same salaries. Comments on years to grow from minimum to maximum salary: In primary education it is assumed that teachers can start their professional career at age 23 and therefore accumulate a maximum of 13 ‘trienios’ (salary supplement after every three-year period) in 40 years until the retirement. In general secondary education the initial training requirements are higher, so teachers can start their professional career at age 25, being able to accumulate a maximum of 12 ‘trienios’ in 38 years. The current retirement age is around 63 years. 29 Annex 3 EAG 2007 Comments on bonuses: Teachers in the Canary Islands, Balearic Islands, and Spanish North African cities (Ceuta and Mililla) receive an additional supplement to their salary as location allowances. Teachers in non-capital Canary Islands and Spanish North African cities also receive an extra threeyear bonus (apart from the general three-year supplement, Ceuta and Mililla (pre-primary and primary education). As all teachers working in the mentioned areas receive these supplements, they were considered as a regular part of the salary of these teachers and, therefore, they were taken into consideration to calculate the national average salaries. The criteria for additional bonuses are mostly the same in all Autonomous Communities (except for the location allowances and the family status), but the amount of the bonuses varies among Communities. #Back_to_table Sweden: A “starting teacher” has been interpreted as teachers having worked for 1-2 years. “Minimum level of training” has been interpreted as teachers with pedagogical qualifications. “Top of salary scale” has been interpreted as teachers belonging to the 90th percentile, which means that 10% of the teachers have higher or the same salary as the 90th percentile. “Typical qualifications” has been interpreted as teachers with minimum level of training, i.e. fully qualified teachers with pedagogical education. The data for 2003 and later (reported in EAG 2005 and EAG 2006) are not directly comparable with the data provided for 2001, since the specifications of data have been changed in order to allow for better alignment to the data being asked for by OECD. #Back_to_table Switzerland: Teachers working at different levels of education are attributed to one particular level of education according to the number of students. #Back_to_table United States: Because salary schedules in the U.S. are set up by degree level as well as by years of experience, the salary for a beginning teacher with a bachelor’s and no experience is the same for primary as for secondary teachers. But secondary teachers in the U.S. are more likely to have a master’s degree as a beginning teacher than are primary teachers. The maximum salary for teachers with minimum credentials does not make sense in the Unites States, since, over teacher’s careers, they are expected to attain at least a master’s degree, if they do not start out with one. Few teachers end their career with only a bachelor’s degree, which is the minimum credential. The United States does not have a lot of teachers with 15 years of experience at the minimum level of training, and therefore these data under-represent the ratio of salaries after 15 years of experience to GDP per capita relative to the typical situation for teachers in the United States. #Back_to_table Table D3.3- Criteria for adjustments to base salary Interpretation Australia Holding an initial educational qualification higher than the minimum qualification required to enter the teaching profession: Teachers with higher than minimum qualifications may have a higher starting salary. For example teachers with a post graduate qualification are likely to start on a higher pay schedule. A longer duration of initial training (i.e. 5 years rather than 4 years) may result in a higher commencing salary. 30 Annex 3 EAG 2007 Successful completion of professional development activities: Two states/territories recognise that completion of professional development activities lead to annual salary increment rather than by an increment every two years. Senior Teacher Allowance payable on completion of designated professional development and 2 years on the maximum salary scale. Management responsibilities in addition to teaching duties: Management responsibilities are usually associated with promotional positions with higher rates of salary - specific state/territory management positions have extra payments or bonus type payments. Outstanding performance in teaching: One state/territory rewards teachers for exemplary practice (TEP). Holding a higher than minimum level of teacher certification or training obtained during professional life: Standards vary between States/territories. For example, one state may recognise, upon application, experience/training that is directly relevant to teaching in determining commencement salary. The extent of recognition depends on the nature and quantum of the previous experience/ employment. Salary is paid at 1 step higher in salary scale until maximum salary level is reached. Teaching students with special education needs: Three states/territories pay allowances for teaching students with special needs. Teaching more classes or hours than required by full-time contract: One state/territory compensates the extended hours/ classes provided by the teacher based on current pay. Special activities: One state/territory provides allowances for special activities. Special tasks: Teachers with special tasks are paid an allowance or a higher band than a teacher of the same numbers of years of experience. Teaching in a disadvantaged, remote or high cost area: Allowances are commonly paid for teaching in schools that are considered remote or isolated. Family status: Family allowances are paid due to remote locations. Other Experienced Teacher or Senior Teacher: On achieving prescribed number of years teaching a teacher may apply to become a Senior Teacher. A teacher receives a senior teacher allowance for performing additional duties (e.g. management duties, special activities) as agreed with the principal. #Back_to_table Austria Holding an initial educational qualification higher than the minimum qualification required to enter the teaching profession: In a limited number of subjects different scales may apply depending on the level of educational qualification. Holding an initial educational qualification in multiple subjects: The multiple subject qualification is a standard requirement. 31 Annex 3 EAG 2007 Management responsibilities in addition to teaching duties: Appointments to management positions are decided by the regional or national authorities depending on the type of school involved; the appointee has a statutory right to a reduction of the teaching load (or exemption from teaching obligation) and to an allowance depending on the salary scale, seniority and the size of the school (with a supplement for long term exercise of the function). Teachers entrusted with more limited administrative or coordinating functions are remunerated by a flat rate compensation or a reduction of teaching load which are fixed centrally and apply whenever such a function is assigned (normally by the principal). There is a certain pool of extra pay (flat rate remuneration) for extra duties available for assignment by the principal. For specific projects the Ministry for Education, Science and Culture may grant a reduction of the teaching load. Outstanding performance in teaching: Outstanding performance or involvement in a particular successful project may be rewarded with a lump sum bonus if means are available. Teaching more classes or hours than required by a full-time contract (e.g. overtime compensation): Statutory bonus for regular overtime teaching assignments and for substituting for absent colleagues. Special activities (e.g. sports and drama clubs, homework clubs, Summer school etc.): Statutory bonus only for specific out of school activities complementing the curriculum. Special tasks (e.g. training student teachers, guidance counselling): Statutory allowance for training student teachers. Family status (e.g. married, number of children): Statutory allowance for each dependent child. Age (independent of years of teaching experience): Supplement to the allowance for principals for long-term exercise of the function. Other: Some other criteria exist, i.e. statutory allowance for teaching classes with pupils of different grades, statutory allowance for teaching pupils of different performance groups and statutory bonus for special counselling duties. #Back_to_table Belgium (Flemish Community) Holding a higher than minimum level of teacher certification or training obtained during professional life (this specific bonus is integrated for the first time in EAG 2006; in previous editions of EAG, the bonuses covered here have been integrated in the category “other”): There are specific bonuses for teachers who have a specific diploma (for instance Diploma of Higher Educational Studies or a Certificate of Advanced Educational Studies). Teaching more classes or hours than required by a full-time contract (e.g. overtime compensation): The hours achieved above the maximum hours of duty are paid in the same way as the hours within the duty. This regulation applies only on the total number of periods allocated by the Flemish Community for funding purposes. The school head or the group of school divides the total number of periods allocated for funding purposes among the teaching staff. This regulation applies to all the teachers of secondary education and those of primary education with a duty of education at home (Flemish parliament act of 8 June 2000 laying down various urgent measures concerning the teaching profession). 32 Annex 3 EAG 2007 Other (Family status combined with gross salary): The Flemish Community decided not to include the ‘haard- en standplaatsvergoeding’ (‘home and local allowance’) in the gross salaries. These allowances are awarded under certain conditions if the index-linked gross salary does not exceed a fixed sum. Only the index-linked gross salaries of teachers in pre-primary, primary and lower secondary education at the beginning of their teaching careers are below the fixed sum. Consequently, only those teachers receive a ‘haard- en standplaatsvergoeding’. Other (Special status of Brussels Capital): Teachers working in primary education in the bilingual area of Brussels Capital may receive a bonus. In order to receive this bonus they need to have a specific certificate concerning a profound knowledge of the compulsory second language (French) in primary education. This bonus is EUR 565.10 a year. This bonus was implemented for the first time in September 2002. Other (Specific diploma or certificate in special education): Teachers with a specific diploma or certificate who have a teaching job in the special education receive a bonus. Belgium (French Community) Special tasks: The French Community grants an allowance to the teachers who welcome trainees of the Schools of Formation of the Teachers. The concerned schools must have concluded a contract of collaboration. Other: The French Community provides young teachers with a supplementary allowance (allowance of home or residence) according to the family situation provided that his gross income doesn't pass a fixed sum. #Back_to_table Czech Republic Reaching high scores in the qualification examination: No official examination system is used in the Czech Republic. Management responsibilities in addition to teaching duties: This bonus is awarded to deputy school principal. Law states the range of the amount of this bonus, however only as a range. Teaching students with special educational needs: This bonus is paid to teachers of special classes within regular schools. Teaching more classes or hours than required by full-time contract: Law dictates the amount of this bonus. Age: The head teacher decides if a single bonus is awarded to a teacher when he/she reaches 50 yearsof-age or retires. #Back_to_table Denmark Management responsibilities in addition to teaching duties: Teachers’ teaching hours will be reduced and sometimes an extra payment over the period of work will be given for serving as a member of the school-management team. #Back_to_table 33 Annex 3 EAG 2007 England Outstanding performance in teaching: It is possible, though very unusual, to "double jump" points on the main scale, for excellence. Teaching courses in a particular field: In the sense that schools can pay recruitment and retention allowances for scarce subject skills though few do. Teaching in a disadvantaged, remote or high cost area: There are nationally agreed supplements for London. Schools can pay recruitment and retention supplements in disadvantaged areas (but in other areas too). #Back_to_table Finland Holding an educational qualification in multiple subjects (e.g. history and mathematics): Negotiated in collective agreements. Higher base salary for elementary teachers who have further qualification in some specific field. Management responsibilities in addition to teaching duties (e.g. serving as a head of department or co-ordinator of teachers in a particular class / grade): Negotiated in collective agreements. Outstanding performance in teaching: According to the General Agreement, the local authorities and education providers have an opportunity to encourage individual teachers in their work by personal cash bonuses on the basis of individual professional proficiency and performance at work (e.g. exceptional cooperation skills, special responsibility and other locally regulated criteria). Teaching courses in a particular field (e.g. mathematics or science): Negotiated in collective agreements. Amount of classroom lessons required for full salary depends on the subject. Teaching students with special educational needs (in regular schools): Negotiated in collective agreements. - If there are enough students, who have just started the school and been there less than one year (the first school year), the teacher is allowed to have a special additional bonus. Teaching more classes or hours than required by full-time contract (e.g. overtime compensation): Amount of overtime locally; compensation per overtime-hour in collective agreements. Special activities (e.g. sports and drama clubs, homework clubs, Summer school etc.): Amount locally; compensation per hour in collective agreements. Special tasks (e.g. training student teachers, guidance counselling): Amount locally; compensation per hour in collective agreements. Teaching in a disadvantaged, remote or high cost area (location allowance): Negotiated in collective agreements. #Back_to_table Germany 34 Annex 3 EAG 2007 Management responsibilities in addition to teaching duties: Teachers with management responsibilities can enter a higher salary group or receive allowances as part of the basic salary. Teaching more classes or hours than required by full-time contract (e.g. overtime compensation): Bonuses are awarded only for teaching more hours. Family status: Family allowance is included in the salary. The family allowance varies according to the salary group and the family circumstances of the civil servant (e.g. married and widowed civil servants without children fall under level 1, while married and widowed teachers with one child fall under level 2). Age: The basic salary depends on the salary group and the seniority grade. The seniority grade is based on the age of the teacher at the time that he/she became a civil servant, with the teacher’s training period also being taken into account. Note: Teachers are entitled to have a reduction in the number of periods for performing certain duties, such as administrative work in the case of head teachers or their deputies. The number of periods is also reduced for members of staff carrying out special tasks, such as teacher training, preparation of timetables and running of libraries. #Back_to_table Greece Holding an initial educational qualification higher than the minimum qualification required to enter the teaching profession: All teachers must have acquired a university degree, with the exception of some categories of teachers in Technological and Vocational Schools (TEE-ISCED 3) in which they may have degrees from Technological Education Establishments (ISCED 5B). Holding a higher than minimum level of teacher certification or training obtained during professional life (e.g. master teacher; holding an advanced certificate rather than an ordinary certificate): There is a salary adjustment for teachers with a master’s degree or Ph.D. If a teacher has a master’s degree s/he takes an additional benefit of EUR 352 per year and if s/he has a Ph.D degree s/he takes EUR 634 per year. Teaching more classes or hours than required by a full-time contract (e.g. overtime compensation): There is overtime compensation when a teacher teaches more hours than required in a normal situation. Special tasks: Teachers receive additional bonuses for teaching seminars or training programmes, depending on the time and the subject. Teaching in a disadvantaged, remote or high cost area (location allowance): There are three categories of location allowances for teachers in Greece. (a) Disadvantaged regions of category B: EUR 387 per year (b) Disadvantaged regions of category A: EUR 528 per year and (c) Disadvantaged and borderland regions: EUR 880 per year. Family status: Teachers receive additional bonuses, depending on marital status and the number of children: marriage EUR 423 per year, first child EUR 211 per year, second child EUR 211 per year, third child EUR 423 per year, fourth child EUR 563 per year and above the fifth child EUR 880 per year. #Back_to_table 35 Annex 3 EAG 2007 Hungary Successful completion of professional development activities: Participation in in-service training is compulsory for teachers once every seven years. Teachers who have met this requirement can increase by one category in the salary scale a year earlier. Management responsibilities in addition to teaching duties: Teachers are entitled to this additional bonus by the Government Decree (138/1992.). However, the school principals take a decision about the amount of additional bonuses within the given financial category. Outstanding performance in teaching: This additional bonus is awarded only for the definite period of time. Teaching courses in a particular field: This additional bonus is awarded only for the definite period of time. Teaching students with special educational needs (in regular schools): Teachers are entitled to this additional bonus by the Government Decree (138/1992). However, the school principals take a decision about the amount of additional bonuses within the given financial category. Special activities: This additional bonus is awarded only for the definite period of time. Special tasks: Teachers are entitled to this additional bonus by the Government Decree (138/1992). However, the school principals take a decision about the amount of additional bonuses within the given financial category. Teaching in a disadvantaged, remote or high cost area (location allowance): The local authorities ensure the sum of money for the additional bonus within the framework defined by the central budget. Other (non-compulsory adjustments, e.g. catching up, teaching in merged class, dormitory teachers): Teachers are entitled to this additional bonus by the Government Decree (138/1992). However, the school principals take a decision about the amount of additional bonuses within the given financial category. Other: (Financial aid for purchasing professional literature). #Back_to_table Iceland All applicable criteria: The level of decision depends on the ISCED level. In general, decisions at ISCED levels 0, 1 and 2 are made by local or regional authorities, while decisions at ISCED level 3 are made by the national authority. #Back_to_table Ireland Holding an initial educational qualification higher than the minimum qualification required to enter the teaching profession: All teachers have a common basic salary scale; point of entry is determined by number of years training. 36 Annex 3 EAG 2007 Management responsibilities in addition to teaching duties: Additional payments are paid to Principals, Deputy Principals, Assistant Principals and Special Duties Teachers. Holding a higher than minimum level of teacher certification or training obtained during professional life: Extra payments are made for additional academic qualifications, e.g. a Master's or doctorate degree. Teaching in a disadvantaged, remote or high cost area (location allowance): Payable to teachers in Gealtacht (Irish speaking) districts and on offshore islands. Other (long service): 35 years of service = 10 years at maximum of the scale. #Back_to_table Italy Management responsibilities in addition to teaching duties: Criteria are decided by the teaching staff in each school. Teaching more classes or hours than required by full-time contract (e.g. overtime compensation): According to the Teacher National Collective Contract. Special activities (e.g. sports and drama clubs, homework clubs, Summer school etc.): Criteria are decided by the teaching staff in each school. Special tasks (e.g. training student teachers, guidance counselling.): Criteria are decided by the teaching staff in each school. Teaching in a disadvantaged, remote or high cost area: According to the Teacher National Collective Contract. Family status: According to the Teacher National Collective Contract. #Back_to_table Japan Management responsibilities in addition to teaching duties: An allowance of 200 yen per day is allocated to chief teachers, who are in charge of management. Teaching students with special educational needs: This allowance is allocated to teachers who are in charge of special classes or who work in Special Education Schools (about 6% of salary). Special activities: This allowance is allocated to teachers who take emergency work in case of disaster (JPY 3,200/time). Teaching in a disadvantaged, remote or high cost area (location allowance): Allowances are paid to teachers living in areas with a high cost of living. Family status: This allowance is allocated to teachers with dependants. 37 Annex 3 EAG 2007 Other: All teachers receive an allowance, which is equivalent to 4.40 months’ salary, an allowance for teaching more classes or hours than required (about 4% of their salary), and an allowance for teaching in compulsory education (about 3.5% of their salary). An allowance is available for teachers who commute from a distance over 2 km or remote area work or take posts in a city that is more than 60 km from home; a housing allowance is provided to teachers if their rent is more than JPY 12,000; an allowance is allocated to the teachers of multi-grade classes; a cold area allowance is provided, an allowance is provided to teachers on day and night duty, an allowance is allocated to the high school teachers who are in charge of industrial education of agriculture, fisheries, industry and merchant vessel; and an allowance is allocated to the high school teachers who are in charge of day/evening and correspondence education. The amount of allowance for each of the latter two conditions is 10% of the salary. #Back_to_table Mexico Holding an initial educational qualification higher than the minimum qualification required to enter the teaching profession: Primary and lower secondary education: Teachers receive additional bonuses for academic level, or the maximum level of studies attained by the teacher, and seniority, or the years of performance in the Basic Education teaching service. Upper secondary education: Bonuses are based on the academic grade of the Program of Evaluation and Allocation of the Stimulus to the Educational Performance. Reaching high scores in the qualification examination: Primary and lower secondary education: This corresponds to the knowledge required by the teacher to perform his/her duties. It is evaluated by means of an instrument designed and applied by educational authorities. Upper secondary education: Performance programme. Successful completion of professional development activities: Primary and lower secondary education: This corresponds to the knowledge required by the teacher to perform his/her duties. It is evaluated by means of an instrument designed and applied by educational authorities. Management responsibilities in addition to teaching duties: Upper secondary education: Management Position Compensation. Holding a higher than minimum level of teacher certification or training obtained during professional life: Primary and lower secondary education: Additional bonuses are provided for completing modernisation courses and professional development, which are run at state and national levels. Upper secondary education: Teacher promotion process. Outstanding performance in teaching: Primary and lower secondary education: Bonuses to teachers are based on evaluations of learning achievement of students in the class or subject. Upper secondary education: Bonuses are based on the academic grade attained by the teachers in the Program of Evaluation and Allocation of the Stimulus to the Educational Performance... Teaching courses in a particular field: Upper secondary education: Linked courses, courses imparted from teachers to other teachers. Long distance education programme (Master degree of basic sciences). 38 Annex 3 EAG 2007 Teaching more classes or hours than required: Upper secondary education: Working hours on Saturday or Sunday. Special tasks: Upper secondary education: The bonuses are based on special tutorials, instruction assessment of teachers of partial time and on the factor of dedication to teaching. The last one is part of the Program of Evaluation and Allocation of the Stimulus to the Educational Performance. Teaching in a disadvantaged, remote or high cost area: at primary and lower secondary education, additional bonuses are provided for teachers that work in areas of low development in the country. Upper secondary education: Teachers could work in these areas when they profit their sabbatical year. Several scholarships exist that allow the teachers to make interchanges, commissions and to participate in projects to develop in these areas. Some examples are: Scholarships of CONACYT, Scholarships of COSNET and Scholarships of Commission. Other: Primary and lower secondary education: Remuneration are provided for teachers involved in educational support, which refers to the research, updating and material preparation activities that contribute to improving the teaching-learning process and procedures. #Back_to_table Netherlands Since 2001 School Boards get the so called School Budget. School Boards can make their own decision on how to spend the money from this School Budget. Thanks to this Budget, School boards have more possibilities to give additional bonuses. In 2004 "additional bonuses" has added up to 4.6% of the total gross wages in primary education and 4.4% in secondary education. As schools can make their own decisions about rewarding additional bonuses, there is no information about the criteria used by the schools, except that "family status" and "age" are no criteria for bonuses. Because all decisions are made on school level, all criteria except these two are coded as criteria on school level. Teaching students with special educational needs (in regular schools): These teachers are placed on a higher salary scale in primary education. #Back_to_table New Zealand Holding an initial educational qualification higher than the minimum qualification required to enter the teaching profession: Higher starting salaries are available to teachers with higher than the minimum required level of teacher training qualification. Management responsibilities in addition to teaching duties: Schools are able to allocate a certain number of "units" dependent upon size and level of the school to recognise management responsibilities. Each unit is worth NZD 3,300 p.a. (as at 5/2/2005) to the teacher. Teachers can receive a multiple number of units. In secondary schools, teachers are also eligible to get up to an extra 2 Middle Management Allowances. Each allowance is worth NZD 1,000 p.a. Holding a higher than minimum level of teacher certification or training obtained during professional life: Teachers who improve their qualifications may be entitled to progress to a higher qualification maximum salary. Teachers in upper secondary education (and some primary teachers) can receive the Service Increment Allowance under some circumstances if they have improved their qualifications since entering the service. 39 Annex 3 EAG 2007 Outstanding performance in teaching: Units may be awarded to individual teachers for performance. Teaching courses in a particular field: Teachers of an approved Mäori language immersion programme, who teach a minimum of 31% of their classes in Te Reo Mäori, are entitled to the Maori Immersion Teacher Allowance of 1 unit (NZD 3,300). Teaching students with special educational needs: Designated teachers of students with special educational needs may receive the Special Duties Increment Allowance at the value of one salary step (variable) or NZD 995 p.a. when the teacher is at their qualification maximum. Special activities: Teachers may be awarded one or more Units in recognition of their undertaking specific activities related to extra-curricular or pastoral duties. Special tasks: An associate teacher allowance is available to primary teachers (NZD 5.160 per week) or to secondary teachers (NZD 3.19 per hour) who are responsible for overseeing trainee teachers on placement. A Careers Adviser Allowance (NZD 1,054 p.a.) is payable to secondary teachers appointed as a careers adviser. Teaching in a disadvantaged, remote or high cost area (location allowance): A location allowance (up to NZD 3,032 p.a.) is available to primary teachers employed in remote schools. The Staffing Incentive Allowance (NZD 1,000 p.a.) is available to teachers in schools able to demonstrate difficulties in attracting staff. Other: Teachers in Normal or Model Schools (i.e. primary schools that have a relationship to a specific teacher-training provider) are eligible for the Normal School Allowance NZD 2,000 p.a. Other: The High Priority Teacher Supply Allowance is available to secondary teachers employed in an area of short supply/ high priority. The allowance is worth NZD 2,500 p.a. N.B. Some allowances are available under the terms of the national employment agreements, but eligibility relates to (school) level decisions. #Back_to_table Norway Holding an initial educational qualification higher than the minimum qualification required to enter the teaching profession: Teachers can gain one or more increments. Management responsibilities in addition to teaching duties: Teachers may gain one or more increments and obtain a reduction in working hours, for example as a main teacher for a class. Local authorities can give additional bonuses for example for coordinators in special education needs. Holding a higher than minimum level of teacher certification or training obtained during professional life: Teachers may gain one or more increments. Teaching more classes or hours than required by full-time contract: Teachers are paid at an hourly rate. Special tasks: Teachers who are training student teachers are given a reduction in teaching hours. 40 Annex 3 EAG 2007 Teaching in a disadvantaged, remote or high cost area (location allowance): Teachers in certain areas, particularly in northern Norway, receive a fixed amount in addition to their salary. #Back_to_table Portugal Holding an initial educational qualification higher than the minimum qualification required to enter the teaching profession: Teachers' career is structured in ten levels. Undergraduate teachers begin their career in level one, while graduate teachers begin in level three. Successful completion of professional development activities: Teachers must complete a certain amount of professional development credits in order to progress in their careers. Management responsibilities in addition to teaching duties: Principals receive an increase in salary during the assignment for the position. Educational guidance managers - heads of curricular departments, class tutors' coordinators and class tutors - have their teaching time reduced, during the time they hold the position. The school board defines the criteria to distribute the statutory available amount of time among the educational guidance structures. Holding a higher than minimum level of teacher certification or training obtained during professional life: In addition to the requirement of a university degree, a master’s degree adds a bonus corresponding to four years of career progression; a doctorate adds a bonus corresponding to 6 years of career progression. Outstanding performance in teaching: After 15 years of teaching and after receiving an appraisal of ‘good’ by the school, teachers may apply for a special appraisal of their curriculum vitae and receive an increase of two years in their career progression. Teaching students with special educational needs (in regular schools): Teachers holding a certified qualification in special needs teaching are rewarded with a bonus corresponding to one year in their career progression. Teaching more classes or hours than required by full-time contract: Teachers are paid extra for the classes/hours taught beyond teachers’ statutory working time. In general, this situation occurs due to the difference between individual teaching load and the curriculum hours to teach. The first extra hour is paid 25% above the cost of the ordinary hour and each of the following extra hours is paid 50% above the ordinary one. Special activities: Teachers in charge of school non-curricular activities can be given a reduction in the teaching time. The School Pedagogic Council defines the criteria for the distribution of the global time credit among the teachers in charge of these activities. Special tasks: Teachers responsible for teacher training receive a salary increase and a reduction in teaching time. Family status: Family status is not specific to teachers, but corresponds to a social allowance to every family with children. 41 Annex 3 EAG 2007 N.B. Bonuses are given on a monthly basis and they are supposed to last for the whole school year. #Back_to_table Scotland Holding a higher than minimum level of teacher certification or training obtained during professional life: August 2003 saw the introduction of the Chartered Teacher Programme. A qualification-based grade of teacher categorisation which awards additional salary increments if teachers undertake voluntary study modules and developmental activities, in addition to their contractual hours of Professional Development. A salary increment is awarded for every second module completed. Previous learning and experience can be accredited. Teaching in a disadvantaged, remote or high cost area (location allowance): These allowances are set nationally by the Scottish Negotiating Committee for Teachers (SNCT). Although unlikely, it is possible for a teacher to receive both the distant island and the remote schools allowance. A distant island is any of the Orkney Islands, of the Shetland Islands, or of the Outer Hebrides and the islands of Colonsay, Tiree, Coll, Muck, Eigg, Rhum, Canna and Soay. #Back_to_table Slovenia Holding an initial educational qualification higher than the minimum qualification required to enter the teaching profession: Teachers who hold an initial educational qualification higher than the one required (university degree) receive an addition to their scheduled gross annual salary of teachers. For the specialisation degree they receive an addition of 0.2 coefficient to their scheduled gross annual salary, for the masters degree 0.3 coefficient and for a PhD degree 0.5 coefficient. Successful completion of professional development activities: This bonus is part of the scheduled gross annual salary of teachers. Management responsibilities in addition to teaching duties: This bonus ranging between 0.3 and 0.5 coefficient (depending on school size and level of management responsibilities) is part of the scheduled gross annual salary of teachers. Holding a higher than minimum level of teacher certification or training obtained during professional life: This bonus is part of the scheduled gross annual salary of teachers. Outstanding performance in teaching: This bonus is usually part of the bonus for exceptional working performance of teachers. It amounts up to 20% to the basic salary depending on the task/duty of a teacher. Teaching courses in a particular field: ISCED 1 and ISCED 2: The bonus for teaching a course which is part of the external evaluation of pupils is 10%. ISCED 3: The bonus depends on the nature of the course/ school subject. The 10% bonus is added to the scheduled gross annual salary of teachers if they teach a course of math, mother tongue or a foreign language. The 5% bonus is added to the scheduled gross annual salary of teachers if they teach a course of other schools subjects which are included in the annual matural examination of pupils. Special activities: This bonus is usually part of the exceptional working performance of teachers (see below). It amounts up to 20% to the basic salary depending on the task/duty of a teacher: 42 Annex 3 EAG 2007 Special tasks: If a teacher has a trainee (student teacher) for a period of time (depending on the trainee's year of study) he receives a bonus of 30% during the time of training of this trainee. Performance of special tasks related to a particular class may also be a criterion for a bonus. Teaching in a disadvantaged, remote or high cost area: The bonus for teaching in a remote area is 10%. Teaching in a class of two or more different grades of pupils: The bonus for teaching a combined class of pupils of different age groups ranges between 10%-15%. Teaching students with special educational needs (in regular schools): The bonus for teaching in a bilingual school is 20%, the bonus for teaching in a school including pupils of national minorities is 15%. The bonus for teaching in a class of Roma pupils is 10%. Teaching three or more courses/school subjects: The bonus for teaching three or more courses/school subjects is 5%. Qualification to train a student teacher: This bonus is part of the scheduled gross annual salary of teachers. Teaching in two shifts (morning and afternoon): The bonus for teaching in the afternoon/ evening is 8% and 10% respectively if a teacher teaches in two shifts. Teaching in two or more schools: This bonus (of 0.2 coefficient) is part of the scheduled gross annual salary of teachers. #Back_to_table Spain Successful completion of professional development activities: For public schools’ teachers a supplement called ‘sexenio’ does exit. It is a salary supplement added after each period of six years of experience and related to in-service training (teachers must complete 100 hours of in-service training courses recognized by the educational administration during each six-year period to receive this supplement). Typically, all teachers fulfil this requirement to be awarded with a ‘sexenio’, so that these supplements were computed to calculate the statutory salaries. A maximum of five sexenios are recognized. Management responsibilities in addition to teaching duties: In lower and upper secondary education there is a Head in each Didactical Department. In case there is a teacher with a recognized senior teaching position (“Catedrático condition”) he/she is the Head of the Department. In case there are more than a “catedrático”, the Department may suggest to the school principal one of these teachers to be the Head but, in any case, the school principal makes the definitive nomination and the high local education authority makes the final decision. In case there is not any teacher with the “catedrático condition” in a certain Department, any of the other teachers can become Head of Department (usually teachers rotate in this position). All the Department Heads receive a fixed salary supplement during the time they have that responsibility. The standard duration of each ‘mandate’ as Department Head is four years. In primary education any teacher can be the co-ordinator of the teachers in the cycle, and this position can also be awarded with any salary supplement. 43 Annex 3 EAG 2007 Special tasks: In some communities the schools are allowed to designate a teacher for the coordination of ICT. Teachers with this responsibility receive a salary supplement. In some communities, such as the North African Spanish cities (Ceuta and Melilla), tutorial duties entitle for a small supplement too. Teaching in a disadvantaged, remote or high cost area: These location allowances are a fixed amount paid to all teachers in Canary Islands, Balearic Islands and North African cities (Ceuta and Melilla). Location allowances are sometimes paid also to teachers in some rural schools or working with disadvantaged population (itinerary population, immigrants, etc.). Family status: Only in the Autonomous Community of Navarra teachers receive a salary supplement when they are married or have children or handicapped children. The teachers in this Community represent 1.48% of the total in primary education and 1.33% in secondary education. Note: The criteria for additional bonuses are the same in all the Autonomous Communities (except for the location allowances and the family status), but the amounts of the bonuses vary among Communities. #Back_to_table Sweden In Sweden, teachers are awarded individual salaries and there is no fixed salary scale. Additional bonuses in the true sense of the concept are rare and difficult to isolate because of the individual setting of salaries. #Back_to_table Switzerland Management responsibilities in addition to teaching duties: This criterion does not apply in all cantons. Teaching students with special educational needs (in regular schools): This criterion does not apply in all cantons. Teaching more classes or hours than required by full-time contract (e.g. overtime compensation): This criterion does not apply in all cantons. Special activities: This criterion does not apply in all cantons. Special tasks: This criterion does not apply in all cantons. Family status: This criterion applies in all cantons. Note: The salary scale - determined by the years of experience - is not applied. Teachers receive less than the base salary for a given number of years of experience. This criterion does not concern all cantons (temporary measure). #Back_to_table Turkey Holding an initial educational qualification higher than the minimum qualification required to enter the teaching profession: A teacher who holds a Master’s or PhD qualification from any department of 44 Annex 3 EAG 2007 the faculty of education is placed on the upper degree of the first-year salary scale. In addition, teachers with a master’s degree are awarded an additional 25% per teaching hour if they teach additional hours, and an extra 40% per teaching hour for teachers with a PhD. Successful completion of professional development activities: A teacher reaching a level (A, B, C) from National Public Staff Foreign Language Exam gets additional bonus according to the level. Outstanding performance in teaching: Teachers who achieve high levels of success in their profession are evaluated by the Provincial Directorate of National Education and by the Ministry, and are awarded an additional bonus. Teaching more classes or hours than required by a full-time contract: Teachers must teach more hours than that which are stated in the full-time contract if it is required by the school administration. Any additional teaching hours are paid to the teachers per teaching hour/lesson hour. Special activities: In grades six to eight in primary and secondary education, teachers are paid for three additional teaching hours if they are involved in special activities. Special tasks: Teacher trainers are paid per teaching hour if appointed as a lecturer in courses or seminars, although these take place outside of education and training time. Teaching in a disadvantaged, remote or high cost area (location allowance): Additional bonuses are paid to teachers working in areas that have been given priority with regard to development. Family status: An additional bonus is paid to a teacher if the teachers’ wife or husband is unemployed or has children (maximum of two children who are less than 18-year-olds). Other: A teacher who doesn't live in a flat belonging to government takes contribution to live in a rented flat monthly. #Back_to_table United States Holding an initial educational qualification higher than the minimum qualification required to enter the teaching profession: Teachers with a master’s degree or Ph.D. would have higher base salaries than teachers with a bachelor's degree. Management responsibilities in addition to teaching duties: This concerns additional duties as specified in a contract. Holding a higher than minimum level of teacher certification or training obtained during professional life: Master’s degree rather than bachelor’s degree, or additional graduate credits beyond master’s degree, or a Ph.D. degree. Outstanding performance in teaching: Achieving the National Board for Professional Teaching Standards certification or for increase in student achievement test scores. Teaching courses in a particular field: Based on determination of subjects that are in teaching shortage. 45 Annex 3 EAG 2007 Teaching students with special educational needs Based on determination of special education areas that are in teaching shortage. Special activities: Additional activities may, but not always, be specified for additional pay in contracts. For example, coaching a sports team or summer school duty are usually paid; while club sponsors are not. Teaching in a disadvantaged, remote or high cost area: Depends upon designation of teaching shortage area. #Back_to_table 46 Annex 3 EAG 2007 Sources and references Indicator D3- What are teacher salaries?: Sources and references Country Australia Sources Data are sourced from the respective State and Territory education departments. Reference period Teacher compensation: 2004 Age reference: 30/06/2004. Austria Belgium (Flemish Community) Legal documents (Civil Service Act, statutory pay schemes). Flemish Ministry of Education and Training. School year 2004/2005. January 2005. Belgium (French Community) Teacher compensation: Entreprise publique des Technologies Nouvelle de l’Informatique et de la Communication (ETNIC). Bonuses: Arrêté du gouvernement de la Communauté française du 21 septembre 2001, relatif aux modalités de rémunération des maîtres de stages. Institute for Information on Education; Government decree. School year 2004/2005. Collective agreements with teacher-unions. National pay agreement (pay scales). Teacher compensation: Statistics Finland, salaries of Teachers in the Municipal sector. Total data base Years from minimum to maximum salary: Statistics Finland, Local government sector wages and salaries. Bonuses: General agreement for teachers 2003/2004; The collective agreement for teachers 16/02/2005 – 30/09/2007. Nature of Law and policy documents based on law, national statistics. Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany. Teacher compensation: National legislation. Years to grow from minimum to maximum salary: Law and policy documents (data on formal arrangements). Teacher compensation: Annual statistical survey on individual earnings, carried out in May each year . Teacher compensation: Wage contracts in effect 01.01.2001: a) between the Icelandic Teachers’ Union (pre-primary school teachers) and the Wage Committee of Municipalities, b) 01.08.2005 between the Icelandic Teachers’ Union (compulsory school teachers) and the Wage Committee of Municipalities, c) 18.03.2005 between the Icelandic Teachers’ Union (upper secondary school teachers) and the State. Bonuses: The Pre-primary School Act no. 78/1994, the Compulsory School Act no. 80/1996. The wage contracts as mentioned under ‘teacher compensation’. Department of Education and Science payroll/salary agreements and circulars. Ministry of education. Data are based on formal arrangements Salaries: C.C.N.L. Comparto Scuola 2002-2005. Bonuses: Teacher National Collective Contract 2002-2005. 2005 January 2004. October 2005. Czech Republic Denmark England Finland France Germany Greece Hungary Iceland Ireland Israel Italy Japan Korea 1) The presidential degree of public servant compensation and allowance, 2) the reference for compilation of the national budget. School year 2004/2005. School year 2004/2005. School year 2004/2005. Fiscal Year 2004 (1 January to 31 December). School Year 2004/2005. 2005. 2004/2005. 2004/2005. 2004/2005. 2005. School year 2004/2005. 2005 Luxembourg Salaries: Ministry of Education, service du Personnel, Ministry of Education, service administratif. 2004/2005. Mexico Netherlands Secretariat of Public Education (Secretaria de Educación Publica, SEP). Salaries: Publicatie: Financiele arbeidsvoorwaarden per 1 maart 2003. Ministerie van OCenW. Bonuses: Explorations of differences in wages in the educational sector 2001-2004, SEO Economic Research, November 2006. Relevant National Employment Agreements: Secondary Teachers’ Collective Agreement 2004-07; Primary Teachers’ Collective Agreement 2004-07. Salaries: A database called PAI, owned by the Norwegian Association of Local and Regional Authorities. Years to grow from minimum to maximum salary: Wage agreement for the municipalities. School year 2004/2005. 1 January, 2004 New Zealand Norway 47 1 January, 2005 1 December 2005 Annex 3 EAG 2007 Salaries:Gabinete de Gestão Financiera do Ministério de Educação (Office for Financial Management). Years to grow from minimum to maximum salary: Law/Policy document: i) Decreto-Lei nº 139-A/90 and Decreto-Lei nº 1/98 - Teachers' Career Statute; ii) Decreto-Lei nº 312/99 - Structure of Teachers' Career and requisites necessary to progression; iii)Despacho nº 244/ME/96, Despacho nº 42/ME/97 and Despacho nº 10227/2004 - Regulate time bonuses to progress in the career Additional bonuses: i) Office for Financial Management, ii) Law/policy document: DecretoLei nº 139-A/90 and Decreto-Lei nº 1/98 – Teachers’ Career Statute; Decreto Regulamentar nº 10/99. Salaries: The 2001 teachers agreement: Ä Teaching Profession for the 21 st Century” Bonuses: Circulars SNCT/27 and SNCT/29 issued by Scottish Negotiating Committee for Teachers. Ministry of Education and Sport. Official Bulletins and salary tables provided by the Education Departments of the Autonomous Communities. School year 2004/2005. Sweden Salaries: Data on actual teacher salaries are reported. The main source is the Register of Teachers managed by Statistics Sweden (SCB), combined with other data on salaries also managed by Statistics Sweden. Data from the two registers are combined using a personal code for each individual. Teachers on ISCED level 0 were not included in the register in 1999. Therefore the data on this level are not as reliable as for the other ISCED levels. Bonuses: Communications with Teachers’ unions and the Swedish Association of Local Authorities. Salaries: 2005. Bonuses: 2004/2005. Switzerland i) Lehrkräftestatistik, Bundesamt für Statistik/ national statistics (data on populations), ii) LCH Dachverband Schweizer Lehrerinnen und Lehrer (LCH) / law or policy documents (data on formal arrangements). i) 2004/2005, ii) 2005. Turkey -Working Calendar for Formal and Non formal Educational Institutions,2002 -Regulations related Secondary Education, 1983 -Regulations related Primary Education Institutions, 1992 -Regulations related Pre-Primary Education Institutions, 1999 -The Law Numbered 657 of Public Staff -MNE Fundamental Principals related to Salaried Teaching Hours of Teachers and Administers i) 2003/2004 Schools and Staffing Survey; Public school teacher questionnaire. (sample survey of self-administered questionnaires to a representative sample of public school teachers), ii) Employment Cost Index 2004 -> 2005. Financial year 2005. Portugal Scotland Slovenia Spain United States 48 School year 2004/2005. School year 2004/2005. School year 2004/2005. School year 2004/2005. Annex 3 EAG 2007 Table D3.4 contractual arrangements Interpretation Austria: Data reflects teachers employed as civil servants. Whether a teacher receives the status of a civil servant at Federal schools is determined by the availability of a civil servant post. The maximum number of civil servant posts is laid down in the budget (federal staff appointment scheme). At the compulsory school system the state governments decide. The probationary period of 1 month was originally defined for civil servants of the general administration but also applies to teachers. In practice it happens extremely rarely that a contract is terminated within the first months. Usually the authorities responsible for the personnel administration often offer fixed-term contracts for one year which as a result functions as a probationary period. In the compulsory school system personnel administration is the responsibility of the state governments (ISCED 0, 1). At ISCED 2 the majority of teachers are compulsory school teachers. At ISCED 3 only teachers employed by the federal government occur, whereas the administration of these teachers falls into the responsibility of the federal provincial school authorities.#Back_to_table Belgium (Flemish Community): Employment status: In coherence with the information in the Eurydice Network all Flemish teachers are classified as civil servants. Formal regulations for permanent status: 'Vaste benoeming - Procedure, voorwaarden en mededeling aan het Departement Onderwijs (29/11/1999)' (= Permanent appointment - Procedure, conditions and communication): 720 days of which 360 days in the office (‘ambt’) of tenure on 30 June preliminary to the tenure and being of permanent status (= working 3 school years on December, 31 before the tenure). In secondary education there may be asked 360 days of presence in the subject of permanent status. Part-time employment: The totals of PERS1 (UOE data collection; public institutions only) have been used. #Back_to_table England: Induction is a year long programme that is designed to support a Newly Qualified Teacher (NQT) in their first year of teaching and assess them against Induction Standards. An NQT must successfully meet all the standards by the end of the year to be allowed to continue to teach in maintained schools and non-maintained special schools. The period can be extended, under exceptional circumstances, by maximum of a further year. The year long period is comprised of three assessment periods which must be of a term in length. This provides a continuity of experience, aiding development, and allowing a sufficient time on which to assess the NQT against the induction standards. The system in Wales is similar but has its differences with regards to some of the responsibilities and roles of the various professionals involved. Also, each period of induction is defined not as a term but a 10 week period, although the total length of time of the whole induction period equates, more or less, to a full year. In Northern Ireland, induction is not a statutory requirement but is run as a voluntary programme. #Back_to_table 49 Annex 3 EAG 2007 Finland: Information based on interviews of the specialists within the Finnish Commission for Local Authority Employers; Local government sector wages and salaries. #Back_to_table France: For ISCED 0 and 1, Principals are not included. #Back_to_table Germany: 11 out of 16 Länder were included in the calculation, representing approx. 93% of the teachers in Germany. Most of the other questions were answered by 10 out of 16 Länder. A teacher receives civil servant status with his engagement, but he also has to go through a probation period between 18 and 36 months. #Back_to_table Hungary: Civil servant status: In the public sector only one status exists, the 'public servant' status, this covers teachers working in the state sector. The status of public servants is similar to those of 'civil servants', but not exactly the same (e.g. these statuses are regulated by different laws). Public servant status does not depend on type of contract or working full-time or part-time. Teachers as public servants can work full-time and part-time too, and work on a permanent basis or have fixed term contract. Private school teachers are not public servants, though their situation is similar to public servants in many respects (e.g. salary, holidays). #Back_to_table Ireland: A teacher is generally appointed to a post that is either temporary or permanent in a school. Part-time employment has been interpreted to include job-sharing arrangements. #Back_to_table Japan: Since public school teachers are civil servants, basically public school teachers fall into the life-time employment system. So Japan does not have a tenure system. Teachers in a national school are not civil servants since 2004 April, though their working condition, duty, and rights are still almost same as civil servant. Since the percentage of the teachers in a national school are very little (1.1% at ISCED 0, 0.4% at ISCED 1, 0.7% at ISCED 2, 0.3% at ISCED 3), basically they are excluded in the data, except for the percentage of part-time employed teachers. #Back_to_table Mexico: Many teachers have part-time appointments and then they could have appointments in different schools or another kind of work in other place. In our statistics, the time of work is classified in different categories, according with the number of appointments. In the next table you will find the number of teachers for each category and level: LOWER UPPER SECONDARY SECONDARY Full Time 59326 37988 (40 hours per week) 17% 17% 50 Annex 3 EAG 2007 Three quarters of time 84092 19663 (25 to 39 hours per week) 25% 9% Half time 83805 30364 (15 to 24 hours per week) 25% 14% For hours 112561 129306 (Less than 15 hours per week) 33% 60% The data correspond to teachers of general programs. #Back_to_table Netherlands: The formal length of time until tenure is reached is 12 months. Actually it could be shorter. #Back_to_table Portugal: All teachers working in public institutions have the status of civil servants. Salaried employees, while working in public institutions, have the same rights and responsibilities like civil servants do, during the period of the contract. Time is not a determinant factor to give teachers a permanent position. The necessary conditions are the existence of vacancies for a permanent position and the teacher's professional qualifications (a degree plus initial teacher training) matching the vacant position. The actual length of time until tenure is reached differs between the subjects and levels taught. In subjects and geographical locations where the permanent demand of teachers is higher than the supply of applicants, tenure can be reached in one or two years, whereas when there is a surplus of applicants it lasts longer. The probation period applies exclusively to applicant teachers who have been placed in a permanent position. It ranges from 12 to 24 months. Although it is statutory, it hasn't been implemented due to the lack of further regulation. Part-time employment is allowed for contracted teachers, from grade 5 (ISCED 1) to grade 12 (ISCED 3). #Back_to_table Spain: In Spain there was a total of 583,006 teachers during the 2004-2005 course; 426,629 of them exercised their profession in the public education. 100% of teachers working in public education work under the so called Civil Servant Regime, and therefore with a different legislation of the private sector labour legislation. Nevertheless, the Spanish administrative system makes distinction between interim officials (with fix-term contracts) and career officials (with assured employment for their lifetime). In the Spanish public education, there are no teachers with salaried contracts or similar to those of private sector. 51 Annex 3 EAG 2007 The only way an interim teacher can end up being a career teacher, and therefore having a lifetime contract, is passing a public examination. It is not possible to become automatically a career teacher by means of accumulating years of experience only. Every interim teacher who passes this public examination must stay under a 12 months mandatory probation period before he/she becomes a career teacher. During this period, the civil servant is considered as a “trainee civil servant”. Almost every teacher goes successfully through this 12 month probation period. #Back_to_table Sweden: Separate data for ISCED 1 and 2 are not available and therefore both are reported together. Teachers in pre-primary school include all employees working with children in pre-primary school in 2005. Tenure is usually reached directly if the teacher has a pedagogical university degree, except for substitute teachers. ISCED 0 covers only Pre-School class teachers (6 years old children), does not include teachers and other employees in Pre-School for children aged 1-5 years. The probation period is up to 12 months for starting teachers. #Back_to_table Methodology Austria: For all quantitative data weighted means were calculated for ISECD 2 and 3 based on the distribution of teachers in the different school systems (ISCED 2) and the different school types (ISCED 3). #Back_to_table Belgium (Flemish Community): Length of time until tenure is reached: First we have selected the minimum date of tenure for all teachers. On this basis we have selected the tenures on 01-01-2005 and delineated the number of months of service after having subtracted from it the number of months of professional experience. We have counted the mean of months before tenure for stage and main structure. Only the teachers employed in regular education have been taken into account. Teachers employed in special education and social advancement education have been excluded. ISCED 4 is included in 'upper secondary'. Percentage of part-time employed teachers: Ordinary education, special education and continuing education (social advancement education) are taken into account. #Back_to_table England: Regulations. #Back_to_table France: National statistics. #Back_to_table Germany: For all quantitative data weighted means were calculated. Because of the federal system many regulations are not uniform. That is why in some occasions minimum/maximum values or multiple answers are reported. #Back_to_table 52 Annex 3 EAG 2007 Greece: Percentages are estimated figures. #Back_to_table Netherlands: Percentage of teachers with fixed-term contracts is based on fulltime equivalents. Percentage of part time employed teachers is based on number of teachers. #Back_to_table New Zealand: New Zealand schools are not divided into lower and upper secondary. Primary school is from Year 1 - 8 and secondary school is from Year 9-13. Therefore the midpoint between primary and upper secondary has been used for lower secondary data. #Back_to_table Portugal: Data refers exclusively to the public education system in Portugal - mainland. Data reporting to the autonomous regions of Madeira and Azores were not included. ISCED2 teachers can teach ISCED3 and vice-versa, as they have the same professional qualifications. Data reporting to both ISCED levels were processed together. ISCED3 data is included in ISCED2 data. #Back_to_table Scotland: It is not possible to split data on lower and upper secondary education. Only school holidays are included in annual leave. #Back_to_table Spain: The total amount of teachers who worked during the 2004-2005 courses in the Spanish public education system on part-time conditions was 19,498, which means a percentage of 4.5% of the total number of teachers. It is not possible to provide separate data for each ISCED level. #Back_to_table 53 Annex 3 EAG 2007 Sources and reference period Indicator D3.4- Contractual arrangements: Sources and references Country Source Reference period Austria Legal documents (Civil Service Act, Staff Act on Compulsory School teachers) - Compulsory school system (ISCED 1, 2): Survey at all state governments (Länder). - Federal schools: Database of the Federal Ministry. Decrees and resolutions. School year 2004/2005. Government decree. 2005. Collective agreements with teacher unions. School year 2004/2005. National (England) agreement. The collective agreement for teachers and General Collective Agreement for the local government sector (2005); Local government sector wages and salaries. Law or policy document based on law. January 2005. 2005. Germany Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany. School year 2004/2005 Greece National Legislation: FEK 1340/16-10-2002, FEK 19/6-2-1999, FEK 167/30-91985, FEK 73/12-4-2001 and FEK 161/13-7-1998, FEK 121/17-6-1999, FEK 138/22-7-2004, FEK 152/28-6-2002. 1992 XXXIII. Law on Public Servants, 138/1992 Government Decree on Public Servants in Public Education, 1993 LXXIX. Public Education Act. Law nr. 86/1998 concerning the protection of the professional titles and rights of compulsory school teachers, upper secondary school teachers and compulsory school principals. Wage contracts in effect: a) 01.01.2001, between the Icelandic Teachers' Union (pre-primary school teachers) and the Municipalities' Wage Committee, b) 01.08.2005, between the Icelandic Teachers' Union (compulsory school teachers) and the Municipalities' Wage Committee, c) 18.03.2005, between the Icelandic Teachers' Union (upper secondary school teachers) and the State. National Statistical Office of Iceland. Department of Education and Science. School year 2004/2005. a)Law and policy documents based on law: 1) Decreto Ministeriale 24/03/2005 n42 Assunzioni con contratto a tempo indeterminato per il personale insegnante di religione cattolica anno scolastico 2004-2005. 2) Teacher National Collective Contract b)National Statistics: Ministry of Education "La scuola in cifre 2005" School year 2004/2005 Belgium (Flemish Community) Czech Republic Denmark England Finland France Hungary Iceland Ireland Italy Japan Luxembourg Mexico Netherlands New Zealand Norway Portugal Ministry of Education; Service administrative; Service statistique. Secretariat of Public Education (SEP). The source of the percentage of teachers with fixed term contracts is: Aandachtsgroepenmonitor 2006, ITS. See also on the website www.aandachtsgroepen.nl Primary Teachers Collective Agreement 2004-07; TPDW (Teachers Payroll Data Warehouse); 2005 School term and holiday dates. Data in PAI National Statistics: Estatísticas da Educação 04/05, GIASE, Lisboa, 2006 Law or Policy Document: i) Decreto-Lei nº 139-A/90 and Decreto-Lei nº 1/98 - Teachers' Career Statute; ii) Decreto-Lei nº 100/99, Decreto-Lei nº 157/2001 - public servants' holidays; iii) Decreto-Lei nº 35/2003 e Decreto-Lei nº 18/2004 - Regulations for the application for vacant positions; iv) Portaria nº 367/98 - Teachers' contracts; 54 School year 2004/2005. School year 2004/2005. School year 2004/2005. School year 2004/2005. School year 2004/2005. School year 2004/2005. School year 2004/2005. School year 2004/2005. School year 2005/2006, reference date 1/10/2005; % fixed-term contracts: 1/1/2005 Length of fixed-term contracts: 2005 School year 2005. 2005. School year 2004/2005. Annex 3 EAG 2007 v) Portaria nº 90-A/2001, Portaria nº 814/2005 - regulate teachers' part-time employment Scotland Teacher numbers are from Sept 2004 teacher consensus. School year 2004/2005. Slovenia Ministry of Education and Sport School year 2004/2005. Spain Information provided by the Departments of Education of the Autonomous Communities and the Ministry of Education and Science. School year 2004/2005. Sweden Turkey United States School year 2004/2005 - 2005/9345 Cabinet decision - The Law Numbered 657of Public Staff - Legislation on Appointment and Translocation of Teacher in Ministry of National Education Schools and Staffing Survey 55 School year 2003/2004. Annex 3 EAG 2007 INDICATOR D4: How much time do teachers spend teaching? ▀ General note The indicator draws on data from the annual system level data collection of Network C on Teachers and the curriculum, data sheet CURR 2: Teaching and working time of teachers by level of education#Back_to_table ▀ Notes on specific countries Interpretation Austria: The school year 2004/05 was one week shorter than 2003/04. The pre-primary schools (ISCED 0) are not an independent entity but integrated into the schools at ISCED 1. There is no difference in any teacher-related matter between these two levels. #Back_to_table Belgium (Flemish Community): Only hours of teaching are formally set. The additional nonteaching hours within the school are set at the school level. There are no regulations regarding lesson preparation, correction of tests and marking students’ papers, etc. The government defines the minimum and maximum number of teaching periods (of 50 minutes each) per week at each level of education. Teaching time consists of a minimum of 24 and a maximum of 26 lessons per week in preprimary education, a minimum of 24 and a maximum of 27 lessons per week in primary education, 22 to 24 lessons per week in lower secondary education, 21 to 23 lessons in the first two years of upper secondary education, and 20 to 22 lessons in the last two years of upper secondary education. Teachers have a special statute, not comparable to civil servants. #Back_to_table Belgium (French Community): The data on teaching time refer to the maximum numbers of lessons of 50 minutes each: 28 lessons in pre-primary education and in primary education, 24 lessons in lower secondary education, and 22 lessons in upper secondary education (general subjects). #Back_to_table Czech Republic: The teaching duties of school principals and deputies are reduced according to school size and vary between 13 and 24 hours in pre-primary education, 5 to 16 lessons in primary and lower secondary education and 2 to 6 lessons in upper secondary education. Teaching time and total working time of teachers is prescribed by law. Teachers’ working time at school is determined by the school head and differs from school to school. #Back_to_table England: No formal teaching hours other than teaching 190 days per year. The 32.5 scheduled nonteaching hours cover 5 days. #Back_to_table Finland: Teaching and working time have been agreed in the Collective agreement for teachers. #Back_to_table 56 Annex 3 EAG 2007 Greece: There is a reduction of teaching hours in line with years of service. When the teachers are appointed the teaching time is 21 teaching hours per week. After 6 years the teaching time is 19 teaching hours per week. After 12 years the teaching time is 18 teaching hours per week and finally after 20 years the teaching time is 16 teaching hours per week. However, the remaining hours of the working time of teachers' obligation have to be spent within school (The legislation is: Degree 1566/85 and 2413/96). #Back_to_table Iceland: For teachers in primary and lower secondary education there are 150 hours assigned for inservice education each year. #Back_to_table Ireland: Number of days a teacher teaches per annum: minimum length of school year for pre-primary and primary education = 183 days; for the school year for secondary education = 167 days. In actual terms, minimum = maximum. Number of hours a teacher teaches per day: for primary education: (5 hours 40 min) – (40 mins. Recreation and roll-call) = 5.0 hrs; for pre-primary one hour less teaching is required, so 4 hrs. For secondary education 22 hours per week (maximum) are required = 4.4 teaching hours on average per day. Working time at school: In pre-primary and primary education all teachers are required to be in attendance for full pupil day of 5 hrs. 40 mins. and responsible for teaching and supervisory duties; teachers in pre-primary education use the additional one hour non-teaching time for classroom management and preparation activities. #Back_to_table Israel: Short breaks are included for all educational levels. #Back_to_table Italy: Compared to EAG 2006, the number of weeks of instruction changed from 33 (33.3) to 38 weeks to better correspond to the real situation. The school year, as a rule, is spread over 33.3 weeks (33 weeks by convention). The number 33.3 was obtained by dividing 200, the least number of school days for students, by 6 (number of days worked per week). As a matter of fact, the school year lasts about 38 weeks (from September to the middle of June) for primary and secondary schools and about 40 weeks for pre-primary school (until the end of June). The weekly teaching time is set by teachers' National contract. Beyond the above scheduled teaching time each school, in its autonomy, has to plan extra time for teachers to fulfil the school's objectives. In primary schools teachers have to stay 2 hours per week at school to carry out didactical work. Extra working time is listed, though not quantified in the National Contract. #Back_to_table Korea: There is no policy on how many hours teachers should teach in a week or a month or a year. The data on teaching time is based on the annual administrative data collection and refer to the time teachers usually teach per week during the school year. Teachers are civil servants and their working time is regulated within that framework. Whereas there are national regulations on the length of the school year and on the working hours of civil servants, which apply to teachers during the school year period, teachers work during the summer and winter vacations following self-regulated schedules of professional developmental training. These self-regulated schedules are excluded from the figures. #Back_to_table 57 Annex 3 EAG 2007 Mexico: In upper secondary education different kinds of services exist with different organizations of teaching time and working time. The data refer to averages: teaching time per day varies from 4.0 – 6.5 hours with a mean of 4.9 and a standard deviation of 1.1; working time at school varies from 692 to 1600 hours per year with a mean of 971 and a standard deviation of 422. #Back_to_table Netherlands: School boards for secondary education have a large degree of autonomy on decision making, including teaching time. In general most of the secondary schools have introduced a maximum number of 750 clock hours per year for teaching. This has been interpreted as 180 days a year with an average of 5 class sessions of 50 minutes each per day. The total working time in hours per annum is regulated on the national level. A teacher can work more hours than a full-time appointment, with a maximum of 120% of a full-time appointment and a corresponding higher salary. #Back_to_table Portugal: Pre-school and first cycle primary school teachers (students aged 6-9 years) have a teaching load of 25 hours per week, while second cycle primary school teachers and the first two grades of lower secondary school teachers (students aged 10-11 years and 12-13 years, respectively) have eleven 90 minute-sessions and the third grade of lower secondary school teachers and upper secondary school teachers (grades 9 and higher; students aged 14 years and more) ten 90 minutes sessions. In upper secondary education, teachers who teach 12th grade students have less teaching weeks, due to national examinations. Primary school teachers (first cycle, grades 1-4) usually supervise students’ breaks by turns, according to the schools’ internal regulations. Teachers in lower- and upper secondary education who have a reduced teaching time (due to their age, number of years in the career, appointment to a position, etc.) have their teaching schedule distributed over four days a week very often. Due to this, their daily working load may be above the calculated mean. The calculation of the number of instruction days was based on the intended 171 days of instruction for all ISCED levels. As most teachers teach more than one grade, two exceptions were not taken into account, i.e. 9th and 12th grades that had 161 instruction days due to the period of national examinations. In the least demanding upper secondary education programme, it is compulsory that teachers fulfil the statutory amount of time allocated to each subject. The total working hours per annum was calculated on a basis of 220 working days, common for all education levels. #Back_to_table Scotland: The school is open for 39 working weeks per year, but each teacher undertakes 5 days of inservice training per year. A 35-hour working week for all teachers was introduced in August 2001, as set in the Teachers Agreement “A Teaching Profession for the 21st Century”. The agreement also set out a phased reduction in the maximum class contact time to 22.5 hours per week by 2006, equalised across all sectors. In school year 2004/2005, the maximum class contact time in Primary and Secondary education is 23.5. There is no distinction between upper and lower secondary. During the phasing period, the class contact commitment of a teacher will be complemented by an allowance, no less than one third of the teacher’s actual class contact time, of personal time for preparation and correction. The use of remaining time, that is, beyond class contact commitment and preparation and correction time, is subject to agreement at school level. It will include, for example, 58 Annex 3 EAG 2007 activities such as parents meetings, staff meetings, formal assessment and additional supervised pupil activities. All tasks which do not require the teacher to be on school premises can be carried out a time and a place the teacher’s choosing, giving appropriate notification to line management. #Back_to_table Spain: In 2002 was approved the ORGANIC LAW 10/2002, of December 23rd , for the Quality of Education (LOCE), which modifies the past ORGANIC LAW 1/1990, of October 3rd, of the General Ordination of the Educational System (LOGSE). The new law establishes a general new calendar for the Education, raising the number of days that a teacher teaches per annum in lower secondary education up to the same amount of days than in primary education. This regulation has not affected anyway the total number of class sessions per year, due to the fact that these sessions were already de facto above the educational legislation. #Back_to_table Sweden: Working time is regulated in formal agreements between the Swedish Association of Local Authorities and teachers’ unions. There may be local agreements that differ from this, especially in “förskoleklassen”, which is the last year of the pre-primary school. The usual agreement for “förskoleklassen” is the same as the national agreement for primary schools. #Back_to_table Coverage and methodology Australia: Data are based on weighted average State and Territory responses, which derive the data from relevant industry awards. The weights are based on the number of public school teachers for each State or Territory. Missing data are excluded from the calculation and weights are based on States or Territories who responded to the particular question. #Back_to_table Austria: Teaching time: For all the teachers at different educational levels the teaching time is defined in legal documents. But it has to be noted that the legal frameworks for teachers at the compulsory school system and for teachers at the medium and advanced schools are different. For the first group the teaching time (but also the total working time) is defined on a yearly basis. The teachers of the other group are employed on the basis of a weekly defined teaching time (but there is no total working time defined). In primary education only teachers of the first group can be found. In secondary education both systems occur. Therefore a weighted mean was calculated on the basis of the distribution of the teachers on the two systems. At upper secondary level schools are usually open 6 days a week (schools can decide whether they open 6 or 5 days). Although it is not laid down legally teachers at upper secondary level also teach 5 days (as it is true for primary and lower secondary levels of education). In some rare cases it can happen that they teach 6 days. Working time at school: In neither of the two systems is the working time at school defined. Total working time: The total working time is only defined for teachers working in the compulsory school system. As this applies to 100% of the teachers in primary education the respective figure is given. In lower secondary education, both systems can be found but more than 75% of the teachers work at compulsory schools (Hauptschulen). Therefore, the total working time is given at this level. Also in upper secondary education the two systems apply. However, only a very small minority of the teachers at this level work according to a legally defined total working time. Thus code “a” is the most appropriate option. #Back_to_table 59 Annex 3 EAG 2007 Belgium (Flemish Community): Primary education: Teaching time consists of minimum 24 and maximum 27 lessons of 50 minutes per week. The school assignment consists of maximum 26 hours (60 minutes) per week. Teaching time = (maximum lesson hours (22.5 * 60 minutes) * (37 teaching weeks – 1.2 weeks of festivities = 35.8 weeks). Lower secondary education: Teaching time consists of minimum 22 and maximum 24 lessons of 50 minutes per week. Teaching time is calculated as the (maximum lesson hours (20* 60 minutes) * (37 teaching weeks – 1 week of festivities). Upper secondary programmes (general programmes): Teaching time consists of minimum 21 and maximum 23 lesson hours (50 minutes) per week in the first two years of general upper secondary education (the so called ‘second stage’). In the last two years (‘third stage’) teaching time consists of minimum 20 and maximum 22 lesson hours (50 minutes) per week. The numbers 21/23 in the second stage become 20/22 when the person involved has at least a half assignment in the third stage. The average maximum assignment is 22.5 hours per week (50 minutes) * (37 teaching weeks – 1.0 week for festivities). The number of days a teacher teaches per week has been reported as 5 days, whereas it has been reported as 4.5 days in the previous year and as 5 days in earlier years. No real changes have taken place; there are only marginal differences because of different numbers of days for festivities. #Back_to_table Czech Republic: Teaching duties are set in number of lessons per week. The duration of one lesson is 45 minutes, except for pre-primary education, where it is 60 minutes. For pre-primary education, it is 31 lessons per week. For primary education it is 22 lessons per week, with exception of teachers that teach 1 st class (20-22 lessons per week). Short breaks are added to this for the computation of the teaching time. For lower secondary education, the formal teaching duty is 21 lessons, but the actual teaching duty is usually higher. For upper secondary general education the formal teaching duty is 20 lessons per week, but the actual teaching duty is usually higher. For lower- and upper secondary education an estimate of the actual teaching time is reported. #Back_to_table Denmark: The data are estimated by the Ministry of Finance in cooperation with the Ministry of Education based on collective agreements for the teachers and on national statistics. #Back_to_table Finland: Based on legislation the schools are closed for festivities 3 days per year if the festivities are not on Saturday or Sunday. In 2004/2005 the school was closed because of that for two days (in the previous year for only one day). The number of hours a teacher teaches per annum is an average of the minimum and maximum amount and does not describe the real situation of all teachers. There is great variation between teachers according to the subject they are teaching. Teaching time in lower secondary education varies between 513 – 684 hours and in upper secondary education between 456 – 655.5 hours per annum. In addition teachers make on average 3 - 4 extra hours per week and for joint planning teachers use much more hours than is stated in the collective agreement. #Back_to_table Germany: Data are based on computation of weighed means. #Back_to_table 60 Annex 3 EAG 2007 Greece: According to the legislation every teacher (in pre-primary, primary and secondary education) must work 37.5 working hours per week and must teach 25 teaching hours per week for (pre-) primary education and 21 teaching hours per week for secondary education (ISCED 2 and 3). The examinations period (about 2 weeks for lower and upper secondary education), Christmas and Easter holidays (about 4 weeks), are not included in the number of weeks of instruction. #Back_to_table Italy: Regions have some flexibility on the closure of schools for holidays and festivities. Therefore the number of days closed for festivities have been calculated in the number of weeks a teacher teaches per annum. #Back_to_table Japan: In the 1st grade of primary education a teacher teaches 34 weeks per annum. Number of hours a teacher teaches per annum is derived from the number of hours a teacher teaches per week according to the ‘Survey Report on School Teachers’. Short breaks are not included in teaching time. #Back_to_table Korea: Since there is no formal policy on how many hours teachers should teach in a week or a month or a year, the data on teaching time was prepared on the basis of the annual administrative data collection which was designed for the entire teaching staff in Korea and refers to the actual time teachers usually teach per week during the school year. For the working hours of teachers, only the working hours during the school year were included. The calculation of working hours during the school year was based on the national regulations on the length of the school year and the working hours of civil servants, which apply to teachers during this period. The working hours during the summer and winter vacations was excluded because teachers work on the self-regulated schedules of professional developmental training during this period, making it very hard to estimated the exact working time in this period. #Back_to_table New Zealand: Data reported are based on the translation of the number of half-days on which schools are required by law to be open for instruction. One half day represents 2.5 hours (under the Education Act a half-day is a minimum of 2 hours, but in practice it is usually 2.5 hours). Schools are closed on public holidays (‘festivities’) so these are not included as days on which the school is open for instruction. Twenty-five hours per week is the most common number of timetabled hours for teachers - though it is up to individual school boards to develop school and teacher timetables and they do not have to be based on a 25-hour week. There is no data available on the number of non-teaching hours. New Zealand schools are not divided into lower and upper secondary - primary school is from Year 1 8 and secondary school is from years 9-13. Therefore the midpoint between primary and upper secondary has been used for lower secondary data. #Back_to_table Scotland: The figures shown are approximations based on the assumption that teachers teach close to their maximum number of hours, as specified in the Teachers Agreement “A Teaching Profession for the 21st Century”. #Back_to_table 61 Annex 3 EAG 2007 Spain: Teachers of all levels are required to be at school for 30 hours per week from September 1st to June 30th (excluding the holiday periods and the days the schools are closed for festivities); in total, 38 weeks per year. Calculation of working time: 38 weeks * 37.5 hours per week= 1425 working hours per year. A change has taken place in the methodology used in recent years to count the net contact teaching time with students of secondary teachers: tutorial duties, as well as the guard time of teachers in classes have been included. This change has been made in order to compare correctly this concept with the net contact teaching time of primary teachers (which already included these figures). This way, it is considered that 75% of secondary teachers complete the 21 hours of direct teaching time per week that establishes the Spanish law, while the other 25% is exempt of three hours per week in order to develop directive responsibilities in the school (i.e. Head of Department), working during 18 hours per week in direct contact time with the students. The aggregated sum of both groups is the following one: 0.75 * 21 + 0.25 * 18 = 15.75 + 4.5 = 20.25 hours per week = 4.05 hours per day. The information provided is based on the general national regulations. The Autonomous Communities may have made some adaptations to these regulations for their own teachers. #Back_to_table Sweden: See the text on Sweden under the heading “Interpretation”. #Back_to_table Turkey: For primary education, the information provided is a weighted mean of classroom teachers’ teaching time and subject teachers’ teaching time for the number of hours a teacher teaches per day. As primary education is continuous in Turkey and it also includes lower secondary education, 6, 7 and 8th grade teachers (i.e. math, science etc.) who are not classroom teachers but subject teachers. The teaching time in hours is calculated by the compulsory hours given in the related laws and regulations. #Back_to_table United States: The data are based on a sample survey that is representative of each state in the United States and of each type of private school. The data reported in the 2003/2004 survey are for self-reported hours worked per week and instructional hours per week. In each case, the hours per week were multiplied by the typical number of instructional weeks per year. A direct question on instructional hours taught was added in the 2003/2004 SASS. For previous EAG reports, the data did not come from a direct question about the number of instructional hours: rather, time spent on lunch or planning was subtracted from the total hours required to work each week, and that was multiplied by the typical number of instructional hours per year. The new data show fewer hours per year than the previous data but there should not be any inference made that this was due to a major change in instructional practices. Rather, the 2003-04 data are based on a more direct measure of teachers’ instructional time and may take into account the amount of non-instructional time in the school week more accurately than the previous estimates. #Back_to_table 62 Annex 3 EAG 2007 Sources and reference period Indicator D4- How much time do teachers spend teaching?: Sources and references Country Source Australia Respective State and Territory education departments. Austria Legal documents. School year 2004/2005. Belgium (Flemish Community) Decrees and resolutions. School year 2004/2005. Belgium (French Community) Circulaire no 65 (Horaire des élèves et des enseignants). Décret de la Communauté française du 13/07/98. Directives pour l‘année scolaire 2004/2005 : organisation, structures, encadrement, Ministère de la Communauté française, Direction générale de l’enseignement obligatoire. Government decree. School year 2004/2005. Kvalitet i uddannelsessystemet, Finansministeriet 1998. Delrapport om analyse af folkeskolelærernes arbejdstid. Ledelsesrum, fleksibilitet og ressourceanvendelse. Finansministeriet, Undervisningsministeriet, Kommunernes Landsforening. Marts 2006. Delrapport om analyse af folkeskolelærernes arbejdstid. Kortlægning of arbejdstiden 2005/2006. Finansministeriet, Undervisningsministeriet, Kommunernes Landsforening. November 2006. National pay agreements. No statutory regulation. 1997 og 2004/2005. Finland Basic Education Act (1998/628). Collective agreement for teachers (based on legislation). School year 2004/2005. France Nature of the sources: Law and policy document based on law; national statistics. School year 2004/2005. Germany Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany. School year 2004/2005 Greece Law and policy documents based on law, data on formal arrangements. School year 2004/2005. Hungary Public Education Act 1993; The Amendment of the Public Education Act 1996., Act XXXIII of 1992 on Public Employees; The order of the school year 200//02, Act XXXIII. Of 12992 on Public Employees. School year 2004/2005. Czech Republic Denmark England Reference period Iceland School year 2004/2005. January 2005. School year 2004/2005. School year 2004/2005. Israel Department of Education and Science circulars; Primary Curriculum – Introduction. Ministry of Education, data based on formal arrangements Italy Teacher National Collective Contract. School year 2004/2005 Japan Number of weeks a teachers teaches per annum: Shogakko-Gakushu-ShidoYoryo (The Course of Study in Elementary Schools 2002), and ChugakkoGakushu-Shido-Yoryo (The Course of Study in Lower Secondary Schools 2002), and Kotogakko-Gakushu-Shido-Yoryo (The Course of Study in Upper Secondary Schools 1989), Ministry of Education, Culture, Sports, Science and Technology. Civil servants' working time: Law concerning Working Hours and Leave of Absence of Employees in the Regular Service. Ireland Korea Luxembourg Mexico Netherlands New Zealand School year 2004/2005 School year 2004/2005. Ministry of Education & Human Resources Development Republic of Korea & Korean Educational Development Institute (2005). Statistical Yearbook of Education/ Korean Educational Statistics Database System. Ministry of Education, Horaires et Programmes. School year 2005. Teaching time: Secretaría de Educación Pública (SEP), Calendario escolar 2004/2005, Agosto 2004, México. CAO, decentralised per school board. School year 2004/2005. Education Act 1989, Secondary Teachers' Collective Agreement 2004-07, Primary Teachers' Collective Agreement 2004-07. School year 2005. 63 School year 2004/2005. School year 2004/2005. Annex 3 EAG 2007 Norway Centralized agreement between municipalities and the teachers’ unions. School year 2004/2005. Portugal School year 2004/2005. Scotland Law/Policy document: i) Decreto-Lei nº 139-A/90 and Decreto-Lei nº 1/98Teachers' Career Statute; ii) Despacho nº 13781/2001 - Teachers'schedule (ISCED 1 grades 5 and 6, ISCED 2/3), iii) Despacho Normativo nº 24/2000, Despacho nº 12 110/2000, Declaração de Rectifação nº 4-A/2001, Despacho nº 12809/2004 - Organization of the Schoolyear; iv) Decreto-Lei 100/99 , DecretoLei nº 157/2001- public servants' holidays. The 2001 Teachers Agreement "A Teaching Profession for the 21st Century". Slovenia Ministry of Education and Sport School year 2004/2005. Spain RESOLUTION of April 27, 1995 of the Secretary of State for the Public Administration, giving instructions about the working time and time schedules of the civil servants of the National General Administration (National Official Bulletin, May 10, 1995). // ORDERS of June 29, 1994, giving instructions which regulate the organization and functioning of pre-primary, primary and secondary education schools (National Official Bulletin, July 5, 1994). // ORDER of February 29, 1996, which modifies the Orders of June 29, 1994. (National Official Bulletin, March 9, 1996). // ORGANIC LAW 10/2002, of December 23rd, for the Quality of Education (LOCE), which modifies ORGANIC LAW 1/1990, of October 3rd, of the General Ordination of the Educational System (LOGSE). Collective agreement between the Swedish Association of Local Authorities and teachers' unions. School year 2004/2005. Turkey Working Calendar for Formal and Non-Formal Educational Institutions, 2002; Regulations Related Secondary Education, 1983; Regulations Related Primary Education Institutions, 1992; Regulations Related Pre-Primary Education Institutions, 1999, The Law Numbered 657 of Public Staff, MNE Fundamental Principals Related to Salaried Teaching Hours of Teachers and Administers. School year 2004/2005. United States Schools and Staffing Survey 2003/2004, Teacher questionnaire data School year 2004/2005. Sweden 64 School year 2004/2005. School year 2004/2005 Annex 3 EAG 2007 INDICATOR D5: How do schools monitor their performance? ▀ General note #Back_to_table ▀ Notes on specific countries Australia Australia is a federation of 6 states and 2 territories, each of which has responsibility for delivery and management of school education. The Australian Government has a role in overall policy development and specific funding to states, territories and non-government education systems. In the case of periodic national assessment, it is a requirement of the Schools Assistance Act 2004 that all schools that receive Australian Government funding participate in standardized English literacy and numeracy testing, however, in 2005 these tests were not common tests, but were equated nationally to provide national data on the minimum benchmark standards in reading, writing and numeracy. In relation to the other responses some states and/or territories in 2005 collected data on careers, all had school performance processes in place some used external inspection while others used periodic schools-based assessment. The most recently published national results are for 2004. The 2005 results are expected to be published by the end of March 2007. There are national sample assessments conducted in Science, Civics and Citizenship and ICT literacy on a three yearly rotational basis. Methodology: States and Territories provide reading, writing and numeracy test data on the number and percentage of students at or above the benchmark standard to the relevant national authority, which then aggregates the data to the national level for national reporting purposes. In 2005 education authorities (government and non-government) determined how and what was reported to their school communities and the public. With the introduction of the Schools Assistance Act (Learning TogetherAchievement Through Choice and Opportunity) Bill 2004 by the Australian Government schools will be required to report to the community and public on a common set of school performance indicators. As reported earlier, due to the federal system in Australia there is no national approach to school evaluation or inspection. Each education authority, government or non-government, has its own system in place. Some may use a more centralized process while others use a regional approach. In 2005 the education authorities conducted their own testing programs for literacy and numeracy. From 2008 national common literacy and numeracy assessment will be conducted. All nationally agreed assessments are conducted through the auspices of the Ministerial Council on Education, Employment, Training and Youth Affairs. #Back_to_table Austria 65 Annex 3 EAG 2007 A new legal framework was established in 2002 when the Education Documentation Act was passed. It asks the Federal Minister of Education (also the Bureau of statistics) to create and administer a database on students’ data but also on data concerning teaching personnel and other areas. This database allows to analyse students’ careers but only as long as they stay within the formal education (school) sector. Schools are not legally required to evaluate themselves and as it is also not the case that evaluative information as a result of a school inspection is made available to the public. Nevertheless, it happens very frequently that schools publish evaluative information on a voluntary basis (e.g. test scores or statistical data). The nature of the Austrian school inspectorate is distinct to many other, especially English-speaking countries. It is part of the legal structure and organisation of the administrative body of the Austrian school system. Therefore it cannot be seen as an independent body which is organised as an external institution outside of the education system. Also its tasks go beyond the evaluation of schools in the narrow sense. For example the Austrian school inspectorate is involved in the curriculum development and also in some matters concerning the compensation for the teaching staff. The "Bundesschulaufsichtsgesetz" (Federal School Inspection Act) is the legislative framework which governs the tasks of the school inspectorate (the school inspectorate is divided into a district and province school inspectorate); these tasks are specified in detail in the implementing laws issued by the provinces, and in the "Allgemeine Weisung über die Durchführung der Schulinspektion" (General Instruction on the Implementation of School Inspection) decreed by the Federal Ministry for Education, Science and Culture. The instruction stipulates: School inspection relates to a close monitoring of the state of teaching (including school events), the realisation of a school community, the handling of administrative tasks, the provision of the necessary space and equipment for the delivery of instruction, and compliance with those professional duties laid down in the service code which arise from the practical implementation of tasks required by school legislation. #Back_to_table Belgium (Flemish Community) The inspectorate delivers instruments for self evaluation of schools but there is no legal obligation to do a self evaluation for schools. Publication of evaluations is forbidden by the law, but individuals can and may ask a copy of the evaluation from the inspectorate for personal use. Evaluations are not intended by the law to be used for school choice but in fact are used as such by the parents. With evaluation by the inspectorate we mean the following: the inspectorate doesn’t evaluate individual teachers. The document of the inspectorate intends to be concluding and confronting and contains the following topics: 1 About which school is the evaluation? - 1.1 Identification - 1.2 Amounts of pupils and which education is offered? - 1.3 Previous evaluation - 1.4 The present evaluation - 2 How well is the management of the school? - 2.1 General management - 2.2 Educational management - 2.3 Management of the personnel - 2.4 Logistic management - 3 How well does the school work? - 3.1 66 Annex 3 EAG 2007 Report of the subject matters - 3.2 Report of the disciplines - 3.3 Cross-curricular attainment targets/developmental objectives - 3.4 Core business process in relation to the school policy - 4 Which are the results of the school? - 4.1 School return - 4.2 student well-being - 5 Conclusions - 5.1 Which are the strong points of the school? - 5.2 Which are the weak points of the school? - 5.2.1 Points of possible amelioration - 5.2.2 Urgent points of action - 6 Advice. For this indicator we consider the Flemish Community to be the country level. Information relate to school year 2004/2005. #Back_to_table Czech Republic Notes on interpretation: In the Czech Republic there are summary statistics (total for each school) of students, but registry of individual data of students are prepared. Schools draft annual report of economic activity, operations and others activity yearly. Evaluative information can be found in inspection report. Czech School Inspectory drafts this report . #Back_to_table Denmark 1) From 2006-2007 the national leaving examinations for students at grade 9 finishing the compulsory education have been extended from a few subjects to almost all subjects. Also from 2006-2007 the national leaving examinations are compulsory for all students. 2) From 2006-2007 national assessments are compulsory. Each pupil is from grade 2 to 8 going to participate in 10 national tests in the subjects Danish/reading, mathematics, English, geography, biology and physics/chemistry. The implementation of this assessment system is introduced in 20062007 in Danish/reading at grade 8, physics/chemistry at grade 8 and mathematics at grade 6. #Back_to_table England In the UK ISCED 2 finishes at age 13/14, i.e. nine years after the beginning of compulsory education. National public examinations that have a civil effect for students are not generally taken until age 15/16: that is, at the end of the academic year which the student begins at age 15. This is known as Year 11 and corresponds to the second year of ISCED3 programmes. The most widely-used examination at this stage is the General Certificate of Secondary Education. Gifted and talented students who are ready to take a GCSE examination can do so during their ISCED2 programme, but the numbers doing this are quite small. In England there are national assessments at four Key Stages: KS1 at age 7, KS2 at age 11 (i.e. at the end of ISCED1 programmes), KS3 at age 14 (i.e. at the end of ISCED 2 programmes), and KS4 at age 16. Parents are notified of their child’s performance, but otherwise student performance is anonymised and publicly reported only in aggregate form. Student performance is reported according to a “ladder” of levels, and the authorities make known the level that students in general are expected to reach at each Key Stage. Aggregate statistics at school and national level are published. The statistical publications give cross-sectional information. They also give value-added information, 67 Annex 3 EAG 2007 derived from longitudinal linking of records from one Key Stage to the next. A further refinement now being developed (the first results were published recently) is contextualised value-added information which takes school background factors into account. The regulatory body for the National Curriculum Assessments is the Qualifications and Curriculum Authority: http://www.qca.org.uk/ Results of the National Curriculum Assessments can be found at http://www.dfes.gov.uk/rsgateway/ For example, KS3 results and other attainment data are in a Statistical First Release at http://www.dfes.gov.uk/rsgateway/DB/SFR/s000708/index.shtml There are two representative longitudinal surveys: the Youth Cohort Study (which tracks successive cohorts, usually running three sweeps for each cohort) and the Longitudinal Study of Young People in England, which focuses on a single cohort in greater depth and over a longer period. The statutory inspection authority is Ofsted1, the inspectorate for children and learners in England, which inspects individual schools and municipal child welfare services. Ofsted also analyses and publishes evidence at national level to advise on approaches to caring for and supporting children and on the effectiveness of different types of educational provision. It also assesses the progress of particular initiatives and government strategies. In assessing school performance, Ofsted uses a range of methods: direct observation; talking to staff, students and others in the school; tracking school processes, such as evaluation and performance management; analysing samples of students’ current and recent work; joining meetings such as school council or management meetings, and directly observing management processes, such as the monitoring of teaching; analysing records relating to students with special educational needs, including individual education plans, statements, annual reviews and transitional reviews; tracking case studies of vulnerable students such as those with learning difficulties and disabilities, and children in care. Ofsted inspectors are required to have regard to any views expressed to them by parents, governors, the headteacher, staff and students. More information can be found at http://www.ofsted.gov.uk/ On 1 April 2007 a new, single inspectorate comes into being: 'The Office for Standards in Education, Children's Services and Skills' – the new Ofsted. It will take on responsibilities from four existing inspectorates: the Adult Learning Inspectorate (ALI); the work relating to children of the Commission for Social Care Inspection (CSCI); the work relating to the children and family courts of HM Inspectorate of Court Administration (HMICA); and the work of the current Ofsted. Ofsted requires schools to self-evaluate and to plan for improvement. It provides self-evaluation templates for schools and an information system known as RAISE online (an acronym for 'Reporting and Analysis for Improvement through School self-Evaluation'). Methodology: Consultations with staff at the Department for Education and Skills. Reports on individual schools are published on the Ofsted website. If the report is not yet on the website, the school is required to produce a copy of the report on request. National Curriculum Assessment data, by school, appear on the DfES research and statistics website. Tables based on these 1 Office for Standards in Education 68 Annex 3 EAG 2007 data appear widely in newspapers. Ofsted sends full reports of school inspections to parents, and a letter containing a summary to students. In addition the school produces a School Profile in the form of a short, annual document incorporating DfES data and providing information to parents in a standard comparative format. Under the “New Relationship with Schools” (see http://www.teachernet.gov.uk/management/newrelationship/), schools in general will have more autonomy to determine their improvement priorities, and the appropriate support packages – including financial support - that will enable them to deliver these. High-performing schools will have a greater degree of autonomy than schools whose performance causes concern. Funding principles are set out at http://www.teachernet.gov.uk/management/schoolfunding/ An example is the “fresh start” process. A fresh start involves the closure of a failing school and the opening of a new school on the same site. It offers a radical approach to securing school improvement for failing schools showing insufficient evidence of recovery. Each school receives a revenue grant, usually over three years - worth about GBP 130,000 per year for primaries and GBP 265,000 for secondaries - for implementing a "raising attainment plan" agreed with DfES. Funding is also available for capital expenditure to improve the school's infrastructure where that is needed to raise standards. Methodology: Consultations with staff at the Department for Education and Skills#Back_to_table Finland In April 2005, The Finnish National Board of Education assessed learning outcome in mother tongue (Finnish or Swedish) and literature in the final (9th) grade of compulsory basic education. Data was collected through stratified sampling from 153 schools. A total of 7,430 pupils participated in the tests. Since there is no school inspection in Finland, both the local education providers (mainly municipalities) and the National Board of Education have the obligation to evaluate the efficiency of education and produce information about learning results. National legislation defines monitoring of education arrangements and promoting the efficiency of education as main tasks for the National Board of Education. The purposes are to monitor the quality of education at the national level and the adaptation of the National Core Curriculum as well as to collect background information and to provide information on the achievement levels to the education providers, subject teachers and to the government. Since 1998 The Finnish National Board of Education has carried out national sample-based assessments of learning outcome, mostly at the end of comprehensive education (9 th grade). Some evaluations have been made also in the 6th grade and in the beginning of the 3rd grade. Performance in the mother tongue and mathematics has been evaluated for the time being alternately every year at the end of basic school; besides these tests, students’ performance in other subjects – such as physical education or communication skills – is also evaluated. In the last eight years (since 1998) The Finnish National Board of Education has carried out altogether 21 different evaluation projects for this age cohort; including altogether 72,622 students and 2,258 schools in those samples. FNBE has carried out respectively 12 different evaluations of learning outcome also for other grades. Altogether 197,787 sample students and 4,739 schools have been included in all (33) evaluation projects of learning outcome since 1998. 69 Annex 3 EAG 2007 According to legislation, education providers (mainly municipalities) are responsible for evaluating education they organize and its effectiveness, as well as participating in national evaluations. There are no national regulations or recommendation for the evaluation of individual schools. The provider decides about the approach to local evaluation, and it can also give the individual schools the right to decide about their own evaluation. Published by the National Board of Education in 1999, the framework for evaluation of the education system mainly focuses on learning outcome but also on processes. Every fourth of the education providers had used the framework designed for national evaluation purposes in 2004 also for their local evaluations, but the majority of providers had applied locally tailored evaluation models. The inspectorate system in Finnish education was abolished in the beginning of the 1990s. Under the educational legislation, effective as from 1 January 1999, educational providers are obligated to evaluate their own operations and their effectiveness. The Ministry of Education issued in 1999 a decision on the criteria to be followed when implementing external evaluation of education and developing education. The Finnish National Board of Education has carried out national assessments of the learning outcomes since 1999. The Ministry of Education may also commission a body other than the FNBE to carry out an individual evaluation. As stipulated in the State Provincial Offices Act, at regional level the state provincial offices conduct, under the supervision of the Ministry of Education, annual evaluations of the availability and quality of basic educational services. Since 2003 issues connected with national educational evaluations have been in the field of activity of the Education Evaluation Council, which is assisting the Ministry of Education in matters of educational evaluation. The Ministry of Education appointed the council for a four-year period starting on 1 April 2003. #Back_to_table France There is a periodical assessment at national and regional level but not at school level. For public schools, parents can’t choose the school of their children. On principle, financial rewards or sanctions do not apply in educational policy for public school. #Back_to_table Germany Table D5.1: Not all Länder were able to answer the questionnaire in time. Except of question 1 of indicator area 1 eleven Länder have filled the questionnaire (question 1: 5 Länder). The picture of the yes/no answers is not uniform. 1. question: 3 yes, 2 no 2. question: 8 yes, 3 no 3. question: 2 yes, 9 no 70 Annex 3 EAG 2007 4. question: 7 yes, 4 no 5. question: 6 yes, 5 no 6. question: 9 yes, 2 no 7. question: 10 yes, 1 no Table D5.2: Not all Länder were able to answer the questionnaire in time. 11 Länder have filled the questionnaire. The picture of the yes/no answers is not uniform. 1. question: 5 yes, 5 no, 1 not applicable 2. question: 7 yes, 3 no, 1 not applicable 3. question: 3 yes, 7 no, 1 not applicable 4. question: 10 no, 1 not applicable 5. question: 7 yes, 3 no, 1 not applicable #Back_to_table Greece School inspection on a yearly basis is carried out by the School Inspectorates (FEK 1340/16-10-2002). Their main task is to contribute in the evaluation of the educational work through their collaboration with the school principals, teachers, Parent Association and Student Councils of each particular school in the area of their responsibility (FEK 1340/16-10-2002, Degree 2525/23-9-1997). Furthermore, they are involved in the evaluation of teachers in primary and secondary education. The overall purpose of this inspection is the normal and unhindered process of the educational work, and the promotion of new ways and proposals to accomplish the aims of education (FEK 1340/16-10-2002). School self-evaluation is carried out on a yearly basis (at the end of each school year) by the Teacher Association which is a collective body comprised of all teachers in a school, responsible for drawing up guidelines, and for improving the implementation of education policy and the running of school (FEK 1340/16-10-2002). The school self-evaluation report includes the evaluation of the accomplished goals, the effectiveness of taken actions and the proposals which deal with the problems and weaknesses (FEK 1340/16-10-2002). This report is subsequently submitted, through the School Principal, to the School Inspectorates and to the Head of the Educational Office at prefecture level (FEK 1340/16-10-2002). All school self-evaluation reports, School Inspectorates reports as well as the proposals for improvement of the educational work of schools made by the Directorates of Education at prefecture level, are sent to the Educational Research Centre (KEE) and the Pedagogical Institute (FEK 1340/1610-2002; Degree 2986/13-2-2002). Both bodies operate under the supervision of the Greek Ministry of Education and they are responsible for the evaluation of the educational work of schools at national level in primary and secondary education (Degree 2986/13-2-2002; Degree 1566/30-9-1985). Both bodies propose to the Ministry of Education new ways to support and guide the educational work of schools (Degree 2986/13-2-2002; Degree 1566/30-9-1985). #Back_to_table 71 Annex 3 EAG 2007 Hungary From 2001 a new, competence-based student assessment was introduced on the 5th and 9th grades, in reading literacy and mathematics. The main aim of the new assessment was not outside evaluation and making schools accountable, but to give feedback to schools about the performance of their students and to form out an evaluation culture in schools. The next assessments were organized in 2003 at the 6th and 10th grades, in 2004 in 6th, 8th, 10th grades. The last assessment was organized in 2006 at the 4th, 6th, 8th and 10th grades. The Public Education Act 1993 makes the development of a Quality Assurance Program compulsory for the schools. In this program schools have to take the results of the National Competence Assessment into consideration and the program has to be connected to the Quality assurance program of their maintaining local authority. The program defines the timing and the methodology of the evaluation too. According to the modification of the Public Education Act (2006) the results of National Competence Assessment should be made public. Those schools that remain under a given standard will have to work out a special development plan for themselves. #Back_to_table Ireland In 2004/05 school inspection/evaluation reports were sent only to school authorities (boards of management, Vocational Education Committees - where relevant - ) and to school principals (for staff). In Feb. 2006, by Statutory Instrument under the Education Act 1998, reports on Whole School Evaluations (primary and second level) and Subject Inspections (2nd level) are published on the Department of Education and Science website. In addition to the national Inspectorate, evaluation work is undertaken by inspectors assigned to the separate Directorate of Regional Services within the Department of Education and Science. While the Department of Education and Science has 10 regional offices for the better delivery of its services, education in Ireland is not administered or governed regionally. Parental choice of schools varies considerably from place to place and from primary to second level; hence choice of “no” rather than “not applicable. #Back_to_table Israel In the school years 2004-2005 and 2005-2006 eighth grade students were tested by an external national assessment (Meitzav) in four subjects: Mathematics, Science and Technology, Mother Tongue (Hebrew or Arabic, respectively), and English. The assessments were conducted in 50% of the schools every year (i.e., each school was assessed once every two years) around the month of December. In addition, seventh grade Arab students were tested in Arabic (as a mother tongue) and in Math. As of the present school year (2006-2007), the national evaluation structure of the Meitzav has been updated. External assessments (operated, analyzed and reported by the newly established National Authority for Measurement and Evaluation in Education-RAMA) of eighth grade students will take place in a format whereby, within a four-year period, each school will be assessed externally once in each of the four above mentioned subjects. During the three interim years, the schools will hold a self72 Annex 3 EAG 2007 evaluation based on the external assessments booklets provided to them by RAMA (results will remain in the schools for their own internal use). Both external and self assessments will take place around May each year. In addition, in the school year 2004-2005, eighth grade students where tested on concepts related to heritage, Zionism and democracy (topics suited to each one of the following sectors: Jews, Arabs and Druze). As of school year 2005-2006, the test is given to ninth grade students. Is evaluative information from schools used by higher administrative levels to provide financial rewards or sanctions to the school? The external national assessments (Meitzav) are sometimes used by the Ministry of Education to make decisions on providing schools with additional support and guidance. Low achieving schools are mainly provided with pedagogical support, such as appointing a coach to assist the school headmaster, teacher professional development, minimizing class size, etc. High achieving schools sometimes receive excellence certificate, or a small financial reward to purchase teaching accessories for school. #Back_to_table Italy There is a final national assessment at the end of low secondary education (ISCED 2). Schools autonomously organize the tests. Because of this school autonomy, existence of national examinations has been coded as NO. The certificate given to students is recognized at national level. Twice in the year each school is visited by a team of 3 experts in management and administration (Collegio dei revisori dei conti). These visits are not about pupils’ evaluation and assessment, but on the overall management of the school. Parents receive formal information about children’s achievement at least twice per year. They normally participate to specific school meetings aimed to inform them about class and individual pupil achievement. No summary evaluative information is made available to anybody. #Back_to_table Japan Standard for Lower Secondary School Establishment (excerpted) (March 29, 2002, Ordinance of the Ministry of Education, Culture, Sports, Science and Technology), (Self Evaluations) Article 2: Lower Secondary schools will conduct their own inspections and evaluations of their educational activities and other school operations in order to improve the educational level and achieve the goals of the school, and also make efforts to publicize the results. 2- When the inspections and evaluations mentioned in the prior paragraph are conducted, suitable inspection items or evaluation items shall be set in accordance with the purport of the same paragraph. (Active provision of information) 73 Annex 3 EAG 2007 Article 3: Lower Secondary schools shall actively provide information to students’ parents or guardians regarding the educational activities at the school as well as on the status of other school operations. Starting in 2002, the Standard for Lower Secondary School Establishment and other Regulations have stipulated that schools must attempt to implement self-evaluation concerning their educational activities and the status of other aspects of school management, and disclose the results. It is also stipulated that schools must actively provide school information to parents and guardians. However, less than 50% of the public schools at ISCED level 2 disclose or provide the information. #Back_to_table Korea In Korea, the qualifications for school establishment are given by the government. The government verifies whether a school meets the criteria of establishment before authorizing the establishment of the school. And in Korea only full credential teachers can be appointed as teacher. Source: 2. National educational accomplishment assessment test of Korea Institute of Curriculum & Evaluation in 2005: Korea Institute of Curriculum & Evaluation, established by the government, performs educational accomplishment assessment tests every year by collecting three percent of student samples among sixth grade students of elementary schools, third grade students of middle schools and first grade students of high school. Target subjects are Korean, sociology, mathematics, science and English. 3. Korea Educational Development Institute (KEDI), Korea Research Institute for Vocational Education & Training and Korea Institute for Youth Development are performing educational longitudinal studies. The summary of the objective and contents of longitudinal studies performed by each organization is as follows. (A) KEDI: Study Name: Korea Education Longitudinal Study Period: 2005-2020 (16 years). Perform a survey every year. Objective: To collect data on education and career path after graduation by tracking and surveying each student's course through several levels of education to the vocational world. (B) Korea Research Institute for Vocational Education & Training Study Name: Korea Education & Employment Panel: KEEP Period: From 2000. Perform a survey every year. Objective: Track and survey various factors needed to monitor the transition from schools to the labour market of youths and try to find more scientific and concrete solutions of the implementation problems which will arise for youths (C) Korea Institute for Youth Development 74 Annex 3 EAG 2007 Study Name: Korea Youth Panel Study: KYPS Period: 2003-2008. Perform a survey every year. Objective: Build longitudinal data about selecting professions, setting courses of life, leisure time, etc. of youths and provide materials for making policies Methodology: 2. 1. 1. The objects and measures of the longitudinal studies of three organizations. (A) KEDI Object: 6,999 first grade students of 150 middle schools Parents of the students, class teachers and teachers of each subject Survey contents: Survey input, process and output factors of school education (1) Input factor: . Student level: family background, characteristics, the level of future plan, etc. . School level: Characteristics of schools, facilities, characteristics of principals and teachers, etc. Process factor: Student level: learning psychological factor, lesson factor, schoolmate relationship, home life, etc. . School level: principals' leadership, educational course, educational assessment, teaching activities, utilization of school facilities, etc. Output factor . Student level: short-term output (cognitive/affective development, the path in life), long-term output (acquiring a profession/position, income, vocational ability level, life and job satisfaction, etc.) . School level: the percentage of entrancing into a school of higher grade, etc. B) Korea Research Institute for Vocational Education & Training Object: - 2,000 third grade students of middle schools, 2,000 third grade students of high schools, 2,000 third grade students of vocational high schools - Parent of the students, class teachers and administrators of the schools Survey contents: 75 Annex 3 EAG 2007 - Survey family characteristics of the students (income, educational expenses, family type, educational view of parents, residential type, etc.), personal characteristics of the students (personal characteristics, study ability, preparation for and plans of a path in life, etc.), and school characteristics (C) Korea Institute for Youth Development Object: 3,000 fourth grade students of elementary schools, 3,000 second grade students of middle schools Parents of the students Survey contents: Characteristics of students (plans of future path in life, leisure activities, se of self, etc.) and characteristics of family (school career of the parents, job, private educational expenses, family members, etc.) In Korea, in case of middle school, parents have no choice of school. Local Office of Education assigns students near schools. School evaluation is performed by 16 municipal offices of education. Every school should be taken school evaluation every three years. The results of the evaluation have not been opened to each school and communities, but it is increasing that the offices open the results to the public little by little. In case of opening results to communities, it is common that the offices open the name of excellent school to the public. According to the results of school evaluation, excellent schools are given rewards (commendation, financial support) while inferior schools are given financial support. Methodology: MOE HRD request that 16 Offices of Education perform school evaluation with self-valuation (internal evaluation) and outside visit evaluation (external evaluation) together. Usually school evaluation team composed by office of education review school educational plans and school selfevaluation report, and visit school. The results of evaluation didn’t be opened to corresponding schools and communities till 2005. But, from 2006, it has guided to open results to the public, if possible. Accordingly more and more offices of education are opening school evaluation results to the public. 16 municipal offices of education can decide whether opening evaluation results to the public, contents, scope and how to open them to the public. #Back_to_table Luxembourg There exists a “groupe gestion”, inspecting e.g. class size, infrastructures etc. The school management is controlled by a group of persons from the responsible department of the Ministry of Education. They are inspecting e.g. class size, infrastructure etc. National inspectorate only for ISCED 1, because there is no school principal in primary schools in Luxembourg. #Back_to_table 76 Annex 3 EAG 2007 Mexico Methodology: It was answered by a group of people who know the Mexican Education system. Referring to the evaluative information, in general, in some regions the regional government educative authorities have made evaluations in coordination with central government educative authorities. Methodology: It was answered by a group of people who know the Mexican Education system. Infrastructure Methodology: It was answered by a group of people who know the Mexican Education system. #Back_to_table Netherlands Evaluation During the past years two trends can be distinguished in the field of education in the Netherlands. On the one hand there is a growing demand for insight into educational standards and performance; on the other hand there is a trend towards reducing national regulations and strengthening the responsibility of educational institutions for their own policy and practice. The new legal basis for the Inspectorate of Education recognizes these developments: the Act on the Inspectorate of Education (Dutch acronym: WOT) that became effective since September 2002. The WOT has consequences for the way in which the Inspectorate monitors the educational establishments. The responsibility for the quality of education lies in first instance with the school itself. The school decides on objectives (within the national framework), organization, methods, materials and pedagogy and on the ways in which quality is assessed, evaluated and improved. The inspectorate conducts a periodical assessment of the quality of each educational institution. The schools’ own evaluation is an important input for the external evaluation by the Inspectorate. #Back_to_table New Zealand ERO (Education Review Office) is the formal administrative framework. #Back_to_table Portugal National assessments exist in the 9th grade, last year of compulsory education. There are follow-up statistics on students only in Professional Schools, as they have to evaluate the adequacy of the courses they provide to the demand of employers. As this concerns only 2.7% of the ISCED 2 students, it has been coded as NO. It concerns ISCED 2 (and ISCED 3) students aged 16 years and above and the large majority in the scope of Second Chance Programmes. Although evaluative information can be used to guide parents, when they have the possibility to choose a school that is not its main purpose. #Back_to_table 77 Annex 3 EAG 2007 Scotland Based on local authority funded secondary schools (pupils usually aged between 12-17 years). #Back_to_table Spain The existence of a periodical national assessment in compulsory education applies in Spain since the approval of the new ORGANIC LAW 2/2006, of May 3rd,, of EDUCATION (LOE), but not before (and therefore not for the 2004/2005 course). With this new law they have been created in the Spanish educational system the “diagnostic assessments” at ISCED 2, that don’t have a formal civil effect for students. #Back_to_table Sweden Evaluation arrangements in Sweden involve: 1. School inspections 2. National thematic evaluation 3. National tests 4. International comparative/evaluation projects Methodology: 1. Clarifications of the evaluation arrangements in Sweden see notes on interpretation: Inspectors visit schools and local authorities every 6th year. Around 1,000 schools are involved each year. In Sweden there are around 4,900 compulsory schools with about 995,000 students (data from 1995). Every year every school and municipality makes their own quality reports. 3. National tests in Swedish, English and Mathematics Accountability Sweden hasn’t got any financial reward or sanction system. Extra support and guidance might be offered from the higher administrative level after a dialogue with the local authorities, but cannot be imposed. In Sweden there is a reporting system related to evaluations, but there is no common system for selfevaluation prescribed at a national level and the practices may differ a lot between municipalities and schools. The local communities and schools can decide whether they make their own evaluation or use external consultants/private firms. For example, some schools/municipalities may utilize expert committees to carry out evaluations, while others do not. There is a national school inspection system, statistical follow-up and national tests and evaluations. The Swedish National Agency for School Improvement supports developmental work in municipalities and schools. The municipalities in Sweden are responsible of distributing resources to schools. This is not the same as a reward system, but municipalities may apply different criteria to the distribution of funds. #Back_to_table 78 Annex 3 EAG 2007 Turkey (1) There is a legal framework that requires MLO schools to carry out school self evaluation regularly but those are only 1% of whole primary schools. (2) Application of quality management system is guided by MoNE not by private sector organization National examinations and assessments are conducted for different purposes such as placement of students to upper secondary schools, providing scholarships and measuring student achievement for specific fields Methodology: Questions are replied for ISCED1 grade 6, 7 and 8 (1) School choices are limited with the permanent addresses of the families. So such an information only gives an opportunity to parents to choose one school in limited number of schools located in the address area Methodology: Questions are replied for ISCED 1 grade 6, 7 and 8. Infrastructure Methodology: Questions are replied for ISCED 1 grade 6, 7 and 8. #Back_to_table United States National assessment - The National Assessment of Educational Progress (NAEP) is administered to a sample of students in grades 4, 8, and 12. Results at the fourth and eighth grades are available at the national and State levels, for a small number of urban school districts, and within these units for some subgroups of students, such as by gender. Results are not available for individual students or schools. NAEP began as a national assessment and was first conducted in 1969. A State-level assessment was added in 1990. Although most states participated, participation was not mandatory. State participation was made mandatory in 2001 as part of the No Child Left Behind legislation. Mathematics, reading, and science are the main subjects assessed, but other subjects are also included periodically. Follow-up statistics on student careers – The United States does not have a formal registry of students. However, there are monthly national surveys of adult unemployment, and there are also a few nationally-representative longitudinal studies of tertiary-level students. Graduation rates of tertiary students also exist, although there are now efforts to improve how these statistics are compiled. For example, methods for assigning permanent unique student identification numbers are being explored. Census data on education level, occupation and income are also collected. The United States does not have school inspection systems, either at the central, state, or local levels. Evaluation at the school level is viewed as a mechanism for management accountability rather than as self-evaluation for improvement. #Back_to_table 79 Annex 3 EAG 2007 Sources and reference period Indicator D5- How do schools monitor their performance?: Sources and references: Country Source Reference period Australia Schools Assistance Act (Learning Together-Achievement Through Choice and Opportunity) Bill 2004 Schools Assistance Act (Learning Together-Achievement Through Choice and Opportunity) Regulations 2005 National Report on Schooling in Australia, Preliminary Paper, National Benchmark Results Reading, Writing and Numeracy Years 3, 5, 7 – Ministerial Council on Education, Employment, Training and Youth Affairs. Schools Assistance Act (Learning Together-Achievement Through Choice and Opportunity) Bill 2004 Schools Assistance Act (Learning Together-Achievement Through Choice and Opportunity) Regulations 2005. Legal documents, expert interviews. 2004 Legal documents, expert interviews. Legal documents, expert interviews. Decreet betreffende inspectie, Dienst voor onderwijsontwikkeling en pedagogische begeleidingsdiensten. (17-07-1991; BS 31-08-1991) art 9. 2004/2005. 2004/2005. Austria Belgium (Flemish Community) Czech Republic Besluit van de Vlaamse regering betreffende de wijze waarop bevoegdheden van de onderwijsinspectie van de Vlaamse Gemeenschap worden uitgevoerd. (02-02-1999;BS 01-04-1999) art 14 $1, $3; art 13; art 15 Decreet betreffende gelijke onderwijskansen-I (28-06-2002;BS 14-09-2002) Afdeling 1 basisonderwijs en eerste graad van het secundair onderwijs; onderafdeling 3 Aanwenden van de middelen ; art VI 8 $1. Decreet betreffende de inspectie, Dienst voor Onderwijsontwikkeling en pedagogische begeleidingsdiensten. 17-09-1991 BS 31-08-1991. Government decree. Denmark National regulations by law: Act on the Folkeskole England National regulations by law: Act on the Folkeskole and statistical information from the Ministry of Education. Ministry of Education Websites cited Finland Schools Workforce and Pupil Analysis Unit, Department for Education and Skills, England. http://www.qca.org.uk/ http://www.ofsted.gov.uk/ http://www.dfes.gov.uk/rsgateway/ http://ioewebserver.ioe.ac.uk/ioe/index.html http://www.nfer.ac.uk/index.cfm Basic Education Act 628/1998, chapter 5; Act of the National Board of Education 182/1991; A Framework for Evaluation Educational Outcomes in Finland (National Board of Education, 1999); Decree on Evaluation of Education 150/2003; Koulutuksen paikallinen arviointi vuonna 2004 [Local educational evaluation in 2004] (Opetushallitus [The Finnish National Board of Education] 2005). Basic Education Act 628/1998, chapter 5; Municipal collective agreement for teachers 2003–2004, Municipal collective agreement for teachers 2005–2007. Act of the National Board of Education 182/1991; A Framework for Evaluating Educational Outcomes in Finland (National Board of Education, 1999); State Provincial Offices Act 22/1997, State Provincial Office Degree 7.2.1997/120. Decree on Evaluation of Education 150/2003. New Directions in Educational Evaluation (The Finnish Education Evaluation Council, 2005). 80 2005 2004/2005. 2005. 2006-2007 Note: 2006-2007 is chosen because of lack of data for20042005 and 2005-2006 for more than the formal situation. 2006/2007. 2006. 2006. 2006. 2004–2005; (1998–2006). 2004-2005. 1999–2006; 2005. Annex 3 EAG 2007 France law or policy document 2004- 2005. Germany Policy documents. 2004- 2005 Greece National Legislation: FEK 167/30-9-1985, FEK 188/23-9-1997, FEK 24/13-22002. Hungary Public Edication Act, 1993 2004/2005 Iceland Compulsory School Act no. 66/1995 Regulation on Nationally Coordinated Examinations no. 414/2000 Annual School Leavers Survey (Economic and Social Research Institute) Education Act 1998, s.13(3)(a)(i): “The functions of an inspector shall be….(to) evaluate the organisation and operation of…schools and centres for education and the quality and effectiveness of the education provided…including the quality of teaching and effectiveness of individual teachers…(and)… evaluate the education standards in such schools and centres…” Education Act 1998, s.9(k): “A recognised school shall….establish and maintain systems whereby the efficiency and effectiveness of its operations can be assessed, including the quality and effectiveness of teaching in the school and the attainment levels and academic standards of students…” Policy document: - Director general's "announcements and information" circular 67/1, clause 1-4.1 - Director general's "announcements and information" circular 67/2, clause 2-4.1 - Director general's "announcements and information" circular 66/1, clause 29.15 2004/2005. Government decision no. 1886, May 16, 2004 Law and policy documents: Decreto Ministeriale 26/08/1981 “Criteri orientativi per gli esami di licenza media” Law and Policy documents: Testo Unico D.Lgs. n.297 of 14/04/1994 Law and policy documents: - Decreto legislativo n. 258, 20/07/1999 “Riordino del Centro Europeo dell’Educazione, della Biblioteca di Documentazione Pedagogica e trasformazione in fondazione del museo nazionale della scienza e della tecnica “Leonardo da Vinci” a norma dell’art. 11, della legge 15/03/1999 n.59. - Decreto del Presidente della Repubblica 21/09/2000 n. 313 Regolamento recante organizzazione dell’Istituto nazionale per la valutazione del sistema istruzione attuativo degli articoli 1 e 3 del Decreto Legislativo 30/07/1999 n. 258 - Decreto legislativo 19/11/2004 n. 286 “Istituzione del Servizio nazionale di valutazione del sistema educativo di istruzione e di formazione, nonché riordino dell'omonimo istituto, a norma degli articoli 1 e 3 della legge 28 marzo 2003, n. 53” Standard for lower secondary school establishment 2004/2005. 2004/2005. National budget accounts, national statistics. National statistics. National statistics. Secretariat of Public Education (SEP) The Inspectorate of Education in the Netherlands, the Act on the Inspectorate of Education (September 2002) The Inspectorate of Education in the Netherlands, Evaluation Framework Secondary education 2002 2004/2005. 2004/2005. 2004/2005. 2004/2005. 2004/2005. Ireland Israel Italy Japan Luxembourg Mexico Netherlands New Zealand 2004/2005. 2004/2005. 2004/2005 2004/2005. 2005. Norway Law, policy documents, national statistics 2004/2005. Portugal National Statistics: Estatísticas da Educação 04/05, GIASE, Lisboa, 2006 Law or Policy Document: Portaria 1210/2000, Lei 31/2002, Portaria 550-C/2004, Despacho Normativo 1/2005 2004/2005. Decreto-Lei 215-A/2004 2004/2005. 2005/2006. Organic law 1/1990, of October 3rd, of the General Ordination of the Educational System (LOGSE) Organic law 2/2006, of May 3rd, of Education (LOE) (articles 29, 140, 141, 142, 143, 144, 145, 146 and 147). 2004/2005. Scotland Spain 81 Annex 3 EAG 2007 Sweden Inspections where introduced 2003 according to the Government mandate stating to the National Agency for Education. According to an instruction from the new Government inspections shall be more frequent. From 2008 schools should be inspected every 3rd year. Ordinance about quality reports. Turkey Guidance and Inspection Guideline, MoNE (February 2001) Guideline for Making Curriculum Laboratory Schools Widespread (November 1999) Guideline for Total Quality Management (Journal of Official Statements, January 2005) Reports 2004/2005. Ministry of National Education Boards of Primary Education Inspectors Guidance and Inspection Guideline(February 2001) Law regarding Organization and Functions of Ministry of National Education No Child Left Behind Act of 2001; National Center for Education Statistics specifically authorized to conduct the National Assessment of Educational Progress in the Education Sciences Reform Act of 2002. No Child Left Behind Act of 2001. These practices are also specified to varying degrees by state and local governments and authorities. 2004/2005. Expert judgment about the education field 2004/2005. United States 82 2004/2005. 2004/2005. 2004/2005. Annex 3 EAG 2007 INDICATOR D6: Who are the teachers? ▀ General note Data on age and gender derive from the UOE Questionnaire 2005, reference year 2004/2005. Characteristics are measured as the percentage of teachers in each of the five age groups, by level of education. This indicator is only available from the website www.oecd.org/edu/eag2006 and is not published in the printed book ▀ Notes on specific countries See notes on indicator D2. #Back_to_table 83
