Shortage Of School Teachers Research Articles

Normative legal support of the State policy in the field of education of the Republic of Chad

The modern education system of Chad has a structure similar to most countries of the world. At the same time, since the 1960s, the educational policy of Chad has not overcome the problems of high illiteracy of the population, poor quality of education in the conditions of pedagogy of large groups, repeating a class, gender inequality in education, shortage of school teachers and university lecturers. For modern Chad, it is important to adhere to the constitutional foundations of the State, but there remains a contradiction between the tasks of the State to implement State policy in education and the technical capabilities of managing the modernization of Chadian education based on African values. The article shows the legal basis for the development of the state policy in education in the Republic of Chad.

Проблемы социальной сферы села и обеспечение кадрами предприятий агропромышленного комплекса

The successful development of the agro-industrial complex and ensuring food security in Russia is impossible without qualified personnel who are called upon to solve these problems at the level of each region. The article analyzes the reasons affecting the supply of personnel in agro-industrial complexes using the example of the Penza region. The study revealed a steady downward trend in both the rural population and the number of people employed in agriculture in the region. The analysis showed that the main factors that have a negative impact on attracting personnel to work in rural areas are: poor housing stock in rural settlements; lack of opportunity to receive quality medical care; shortage of teachers in schools; insufficiency of cultural and leisure institutions; poor transport accessibility. It is concluded that changing the current situation, ensuring a comfortable standard of living in rural areas, thereby making work in rural areas attractive, especially for young professionals, is possible only through the joint efforts of enterprises of the agro-industrial complex, municipal and federal authorities.

The condition of teachers in a comparative perspective

The article presents the situation of lower secondary education teachers in Europe on the basis of international comparative analyzes. The main symptoms of the crisis in the teaching profession was outlined. The professional burnout among Polish teachers was pointed out and the growing social requirements towards this professional group were emphasized. The diagnosis of the condition of teachers was made on the basis of data contained in the report of the European Commission Teachers in Europe (2021). Several significant aspects of the working life of lower secondary school teachers were highlighted, such as the shortage of teachers in schools, the aging of this professional group, the outflow of teachers from the profession, and working conditions. The conclusions of the analyzes indicate the need to increase the attractiveness of the teaching profession to young people.

The Challenges Faced in Implementing Fee-Free Education Policy for Secondary Schools in Tanzania: The Case of Morogoro Municipality

The study on the effectiveness of the free education policy in Tanzania was conducted in fee-free secondary schools in Morogoro municipality. The study was guided by three specific objectives; investigate the implementation of the free education policy in Morogoro municipality, examine challenges facing the implementation of the free education policy in Morogoro municipality and recommend methods for the effective implementation of free education policy in Morogoro municipality. The data were collected by using interviews, questionnaires, and documentary reviews. The study indicated that stakeholders were involved in the implementation of FFE in many ways including educating parents, students, and the community concerning the innovation, encouraging parents to send their children to school, making sure that fee is not paid in schools, and improving the academic performance of students. Stakeholders were satisfied with the introduction of FFE because it has provided relief in terms of education costs to parents and guardians. The study also revealed changes due to the implementation of FFE in Morogoro municipality. The changes include an increase in students’ enrolment, attendance in schools, demands of capitation grants in schools, supply of teaching materials than before, school services and buildings, and opportunities for parents and guardians to engage in social and economic activities. For proper performance of students in schools and provision of FFE, there is a need for the government to improve the modality and amount of funds allocated to run schools. The study recommended an increase in community participation and minimising challenges in school-related activities of implementing FFE, their students (??) and the community on the concept of FFE. In ensuring the commitment of teachers and heads of schools to implement FFE in schools, the working conditions should be improved by remunerating teachers properly, building houses for teachers, ensuring transport for students and teachers, establishing sanitary services, ensuring in-service teachers training, and availing them with teaching resources. In eliminating the big teacher-student ratio and shortage of teachers in schools, the government and non-governmental organisations should strive to train new teachers and employ them in schools. The quality assurance and monitoring department in the district should be supported to visit schools regularly. Their regular visits are expected to provide support to teachers and schools in terms of technical and professional challenges in teaching and operation of the school.

Some Peculiarities of the First Women’s Colleges Functioning in the USA

AbstractThe function of the first women’s colleges in the USA is singled out. They expanded opportunities for women to get higher level of education, taking into account the fact that at that time women were not allowed to enter higher education establishments on equal footing with men. Some structural peculiarities of the first women’s colleges are viewed. By educational level colleges for women in that period were subdivided into two-year colleges, four-year colleges and universities. Financing peculiarities of the first women’s colleges in the USA are analysed. According to the source of financing colleges were private and public. The factors that led to the development of women’s education are analysed. Insufficient number of teachers in schools and widespread printed literature led to the need of involvement women in higher education. Teachers thought that intellectual abilities of men and women were equal, because women were not in social deprivation, and should participate fully in the life of civil society after obtaining knowledge in educational institutions. Due to scientific and technological revolution a number of devices that allow women to save time for economic affairs was worked out and, in turn, for this reason women could focus more on gaining knowledge for mastering future profession. The goals of women’s colleges establishment are analysed. Some teachers tried to train teachers, taking into account the shortage of teachers in schools due to expansion of the school network. Other teachers tried to give scientific and religious education and improve health of girls. The third group of teachers wanted to teach women self-education. The specifics of functioning of the first ɋatholic women’s colleges is analysed. Catholic leaders raised the question of expanding the network of Catholic women’s collegei due to insufficient number of religious teachers who have had some education level, because of the inability of church leaders to leave the church for educational services in colleges. In the USA, a peculiar feature of teaching in Catholic colleges was that the purpose of providing educational services was not only the development of intellectual abilities and training for future careers, but also spiritual development of students, which is the foundation of the Catholic faith.

Trend of student enrollment in secondary level teacher training progremme of IGNOU and Gauhati University.

The term teacher education being more comprehensive is being used recently to refer to teacher training program. Teacher education is of two types- pre-service and in-service. Pre-service teacher education is provided to the persons desirous to join teaching profession and includes theoretical instructions as well as practice teaching, aiming at developing the necessary skills needed for doing the job effectively. With increasing pressure to recruit teachers that fulfil RTE norms of qualification, many states are instituting distance learning programs to meet the demand of a large number of professionally qualified teachers. The present study intends to analyze the prevailing scenario of the trend of enrollment of students in pre-service secondary level teacher-education program in Assam. The findings of the study can contribute to the planning and procedure for teacher training program to fulfil the shortage of teachers in schools.

Analyzing the Determinants of Teachers’ Mathematics Teaching Competencies in Upper Primary Phase: Evidence from Namibia

The purpose of this study was to assess the extent to which predictors of teachers’ competencies in teaching mathematics predict the outcomes of mathematics performance among learners at upper primary phase. The determinants were namely gender, teaching experience, region, qualification, and fields of study exert effect on teachers’ competencies in lesson planning and preparation, assessment and evaluation of learners, lesson delivery, the use of teaching strategies, the quality of homework, and the availability of teaching materials. The generic understanding of the impacts of predictors of teaching competencies on learners’ performance significantly informs the development of training programmes components, and teaching and learning processes across the schooling system. Shulman’s theory of teacher content and pedagogical knowledge underpinned the study. The study comprised of holistic samples of 117 mathematics teachers at upper primary phase teachers from 39 schools. The selection of three schools from each region followed three criteria, namely outstanding, moderate, and lower performances in Grade 10 examination. Data is collected from classroom observation and analysis of relevant documents. The findings show that predictor variables such as gender, teacher qualification, teaching experience, field of study, and region exerted effects on the way teachers plan and prepare the lesson, deliver the lesson, assess and evaluate learners, use the teaching materials, and the quality of work. Teachers who specialized in mathematics were more competent in mathematics teaching. The results presuppose that predictors of teachers’ competencies in teaching mathematics are essential for improving teaching and learning of mathematics in schools. The outcome of this study is beneficial to education officials who are directly responsible for coordinating the teaching of mathematics in schools and the allocation of teaching subjects, particularly mathematics. The findings showed that a number of teachers were not trained mathematics. This was an indication of the existing shortage of mathematics teachers in schools nationally. Untrained mathematics teachers negatively influenced learners’ performance. These outcomes implied that education planners at the national, regional and district levels should set up strategies on how to increase the production of mathematics teachers nationally in order to meet the demand of such teachers in schools.

Paying the price

I am glad that The Institute of Physics has given careful consideration to the shortage of physics teachers in schools. There are, however, some points which might well be considered further.

Charter for physics teachers

Since Corporate members of The Institute of Physics may now use the designation C Phys to indicate that they are Chartered Physicists, it might be worth asking what this should imply in professional terms for physics teachers. The shortage of physics teachers in schools should not, in my view, be solved by offering differential salaries.

Monopsony and the shortage of school teachers in England and Wales, 1948–73

A simple model of monopsony is developed to explain the prolonged shortage of teachers, and an expression for the shortage is derived in terms of the wage rate elasticities of demand and supply. A demand function for teachers by the local education authorities is estimated which indicates that the wage rate elasticity of demand is about–0.18 and that real disposable income per capitaand central government grants have also had a significant influence on their demand for teachers. A dynamic shortages model which has been used in other studies to explain the shortage of teachers is also examined.

The Education of Mathematicians

A significant modern trend is the increased use which industry makes of mathematicians. Only twenty years or so ago almost all university graduates in mathematics had to find careers in teaching, in schools, technical colleges or universities; a few became actuaries or entered the Civil Service. To-day the situation is appreciably changed, many more of the new graduates in mathematics enter industry or research establishments. (This is one reason why there is a shortage of mathematics teachers in schools). In 1959, just over three thousand graduate mathematicians were employed in industry, public corporations and in central and local government. Nearly eleven thousand others were employed in some kind of teaching. Although more than three quarters of all mathematics graduates are still to be found in education, the number of those who are not has increased by nearly two-fifths in the last three years. This increase is likely to persist in the future as the complexity of industrial research and development grows. It is significant that recently there have again been moves to establish an Institute of Mathematics, on the lines of the professional organisations for scientists and engineers.