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After eliminating China, Liechtenstein and Estonia, from the 2012 International PISA Test ranking, Singapore became #1, Chinese Taipei #2, South Korea #3, Japan #4, Switzerland #5, the Netherlands #6, Finland #7, and Canada #8
There are about 25,000 teachers in its primary and secondary schools.
Edutopia.org reports “Teaching is a highly respected and well-compensated profession in Singapore. All teachers are trained at the country’s National Institute of Education (NIE) (one training program). All new teachers are paired with experienced teachers for mentoring, and peer feedback is built into the schedule. Teachers are entitled to 100 low or no-cost hours of professional development each year. There are approximately 522,000 students attending about 350 schools in Singapore’s education system.
2. Chinese Taipei
There are more than 300 thousand teachers who teach in preschool, primary school, junior high school, and senior high school (teaching about 4 million students). The teachers are trained in universities of education with teacher training programs or centers. These institutions are also responsible for providing in-service training and guidance for local education practitioners.
3. South Korea
Teaching is a highly respected profession in South Korea, and among the most popular career choices for young South Koreans. This is largely due to competitive pay, job stability, and good working conditions – for example, there is a high degree of collaboration among teachers. Elementary teachers must attend one of 13 institutions to become qualified whereas secondary school teachers have multiple pathways into teaching and often attend comprehensive universities. Teachers are paid well in South Korea. Lower secondary teachers can expect a mid-career salary of $52,699, much higher than the OECD average of $41,701. There are about 7 million K-12 students in South Korea.
In Japan, teaching is a respected profession, and teachers have traditionally been paid better than other civil servants. Japan’s average teacher salary for a lower secondary school teacher after 15 years of service (the number that the OECD typically uses for international comparison) is $49,408, as compared to the OECD average of $41,701. The teaching profession in Japan is also highly selective, at both the program admission and the hiring phase. About 14% of applicants are admitted into schools of education, and of those who graduate, only 30-40% find work in public schools. Eric Digests.org reports, “Many Japanese believe that the examination system is too stressful, that the schools are too rigid and don’t meet the needs of individual students, that contemporary students show little interest in studying, and that the educational system needs to produce more creative and flexible citizens for the twenty-first century.”
Stanford.edu says, “In 2002 the Ministry of Education began to implement educational reforms that officials labeled the most significant since the end of World War II. In an attempt to stimulate students to be independent and self-directed learners, one third of the content of the national curriculum was eliminated. Japanese students in grades 3-9 are now required to take Integrated Studies classes in which they and their teachers jointly plan projects, field trips, and other ‘hands-on’ activities. Students in Integrated Studies learn about their local environment, history, and economy. … and teachers are not allowed to give tests on what students have learned.”
The goal is to impart adequate knowledge and competence for educating and teaching pupils and students at the various educational levels, as well as children and adolescents with special needs. Teacher education and training is realized within a two-tier model with Bachelor’s and Master’s degree programs.
During the 2008/09 school year there were 1.266 million students in the K-12 Swiss educational system, who were taught by more than 100,000 teachers.
But Susan Ohanian.org reports teachers in Germany, Austria and Switzerland are seeing their school ranked by the Bertelsmann Foundation (using achievement tests) comparing the school of all districts with each other—the teachers are protesting and fighting back. Because compulsory achievement tests are planned in all three countries, they are wary of school rankings that lead to a “senseless competition” among schools.
About 2.6 million children attend k-12 (European Agency.org).
In 1917, private and public schools were given equivalent financial status under the Constitution. As a result, the Netherlands is in the unique situation, compared with the rest of the world, of having 70 percent of its schools administered and governed by private school boards. The Constitution thus guarantees “freedom of education”, which embrace the freedom to set up schools, freedom to determine the principles on which they are based (freedom of conviction) and freedom of organization of teaching.
State University.com reports, There is an extensive amount of parental involvement in Dutch schools. … In addition, many schools also have a separate parents’ council or committee.
Teacher training in the Netherlands continues to undergo an overhaul. In 2008, the government, following the recommendations of an advisory council, formulated an action plan to tackle the teacher shortage and improve the position and quality of teachers. Given the high performance of its students and its teacher salaries, which, at $60,174 for a mid-career lower secondary school teacher far outpace the OECD average of $41,701, there is still a teacher shortage in the Netherlands due primarily to the aging teacher workforce.
The 2008 TALIS survey of Dutch teachers revealed that the majority of teachers participate in informal, rather than formal, professional development. This generally takes the form of informal mentorships and conversations, courses and workshops and reading professional literature. … Part of the government’s action plan is the creation of a stronger professional organization for teachers that will be able to evaluate teachers and provide teacher training grants.
There are 596,000 children in the k-12 compulsory education system. There are only 24 private comprehensive schools in Finland (0.5%). – ncee.org
Education has always been an integral part of Finnish culture and society, and teachers currently enjoy great respect and trust in Finland. Finns regard teaching as a noble, prestigious profession—akin to medicine, law, or economics— and one driven by moral purpose rather than material interests. Teachers also are the main reason Finland now leads the international pack in literacy, science, and math.
Over 5.11 million students were enrolled in public schools in 2007/08. The full-time teaching force at primary and secondary level is around 310,000. About 5.6% of students are in private schools. Private schools have historically been less common on the Canadian Prairies and were often forbidden under municipal and provincial statutes enacted to provide equality of education to students regardless of family income.
Teacher training programs are housed in Canadian universities, although separate standards for teacher qualification exist across the provinces. There are only about 50 teacher education programs in Canada, so it is easy for provincial governments to regulate quality.
For professional development, all Canadian provincial Ministries of Education support and require ongoing teacher training efforts though, like nearly everything else in the Canadian education system, this is decentralized and subject to different requirements depending on location.
Continued in Part 3 on April 10, 2015 or start with Part 1
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Lloyd Lofthouse is a former U.S. Marine and Vietnam Veteran,
who taught in the public schools for thirty years (1975 – 2005).
Lofthouse’s first novel was the award winning historical fiction My Splendid Concubine [3rd edition]. His second novel was the award winning thriller Running with the Enemy. His short story A Night at the “Well of Purity” was named a finalist of the 2007 Chicago Literary Awards. His wife is Anchee Min, the international, best-selling, award winning author of Red Azalea, a New York Times Notable Book of the Year (1992).
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