Highlights of Chinese Education Planning, Financing, and Teachers Xiaoyan Liang Lead Education Specialist World Bank Group EDUCATION AND ECONOMIC GROWTH IN CHINA, 1981-2019 10000 140 9000 120 8000 100 7000 6000 80 5000 60 4000 3000 40 2000 20 1000 0 0 Tertiary GER(%) Secondary GER(%) GDP per capita (current US$) Source: World Bank, 2019 2 ▪ GER: 80% in 3-yr preschool, 100% in basic education, 88% in senior secondary；48% tertiary ▪ Shanghai Ranked 1st in 2009 and 2012 PISA math, science, reading, financial literacy; • Beijing-Shanghai-Jiangsu-Zhejiang(B-S-J-Z) topped on math, science and reading in 2018 • Chinese universities are rapidly improving in global ranking. China is emerging as global innovation center for renewable energy, artificial intelligence, telecommunications, biomedical, high speed railway technology, space and deep sea exploration, etc. Subjects PISA2018 indicators B-S-J-Z OECD average Mean score 555 487 Reading Mean score 591 489 Mathematics Mean score 590 489 Science share of top performers in at least one subject(Level 5 or 6) 49.3% 15.7% Top-performing and low-achieving students Share of low achievers in all three subjects (Below level 2) 1.1% 13.4% CHINA TODAY: EDUCATION FACTS 3 4 EDUCATION MANAGEMENT AND ORGANIZATION IN CHINA Education Flow and Early Career Tracking ▪ Central planning, policy, standards, and monitoring by Ministry of Education and its provincial county education offices ▪ Counties finance and manage basic education ▪ with central transfers for equity and special programs ▪ 520,000 schools, 270 million students and 16.73 million full-time teachers EDUCATION PLANNING Central government formulates general roadmap, provinces (30) and local governments (2800) develop detailed costed implementation plan and responsible for managing and financing education National Government Provincial government Local Government • Extensive research and • Provincial Education • Local education consultation in and Think Tanks, eminent authority, make outside China; experts from University, three-year action • For example, National make the implementation plan plan and implement Education Think Tank(National Institute based on the National and accountable for of Education), several roadmap and provincial the results legal political parties like reality; China Democratic • Some of the innovative League(民盟); eminent pioneering work by the experts from province can be University;International included in the new Organizations national policy. Example: National Plan for Mid-Long-Term Education Reform and Development(2010-2020) Review by Research and Feedback from experts and drafts Public and MoE educators • Evidence-based • Democratic process of formulating the policy • pilot experiments of new policies before implementation • Critical role of universities and think tanks: undertake commissioned subtopic research; participate in consultations, and sometimes produce entire draft strategy for government consideration • Three year action plan at every one of the 2800 counties EDUCATION EXPENDITURE 1980 - 2012 17 achieved universalized 9-year compulsory 4.7 教育支出占财政支出的比重 education & eliminated adult illiteracy 16 教育支出占GDP比重 4.2 15 14 3.7 13 12 period of fiscal decentralization: county 3.2 and township governments assumed main 11 responsibility of financing basic education 10 2.7 continued county centered financing but 9 • with increasing Role of Central Government 8 2.2 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 年 年 年 年 年 年 年 年 年 年 年 年 年 年 年 年 年 年 年 年 年 年 年 年 年 年 年 年 年 年 年 年 年 EDUCATION FINANCING POLICIES • The total fiscal education spending as a share of GDP at least 4% • County primarily responsible for financing education through education tax • Three increases: • education budget increase should be higher than county revenue increase • per capita student funding should increase every year • teacher salaries should increase every year and be equivalent to civil servant • The central education transfer focuses on • equity in basic education (schools in rural areas and disadvantaged groups) • Rural teacher special posts, compensations • excellence in higher education (the development of world class universities); • equity and excellence in the field of vocational education (tuition free, establish demonstration schools) • Special programs such as ICT infrastructure, school meals 9 ▪ National Curriculum and Assessment Framework (a few provinces exempt); ▪ Relatively stable, 10-year major reform cycle ▪ Textbooks, teachers’ guides, student workbooks aligned with curriculum; aided by school e-leaning platform ▪ Affordable textbooks and other teaching learning materials ▪ Pedagogy features: CURRICULUM PEDAGOGY • Belief that every student can learn even math • Structured lesson plan • Multiple approaches including ICT • • Practice and drill to memorize basics. Taking small steps ASSESSMENT • Ongoing classroom assessment • Homework and involving parents China USA Secondary Teachers of special vocational school education, etc. College & Uni. teachers 1% teachers 5% 10% • Teaching is a well respected profession, National Teacher Law, National Teacher Day; President still visits his teachers Kindergarten • 520,000 schools in China, with 270 million students and 16.73 teachers 15% million full-time teachers. • 80% of basic education teachers have bachelor degree Primary and • Normal universities as the backbone to prepare teachers, high secondary school teachers level comprehensive universities also participate. 69% TEACHER EDUCATION IN CHINA Average Salaries of Primary School Teachers (2017) 200000 TEACHER PAY MUST NOT BE LOWER THAN CIVIL SERVANT 180000 160000 140000 120000 100000 80000 60000 40000 20000 0 Heilongjiang Hubei Hebei Jiangxi Liaoning Guangxi Yunnan Shaanxi Shanxi Fujian Shanghai Shandong Anhui Guizhou Neimenggu Ningxia Tianjin Qinghai Gansu Jilin hunan Xinjiang Chongqing Zhejiang Jiangsu Xizang Henan Sichuan Hainan Guangdong Bejing Primary school Rural primary school Source: China Labour Statistical Yearbook 2017 12 TEACHING CONSIDERED A RESPECTED MIDDLE CLASS PROFESSION IN CHINA TEACHER CAREER LADDER linked with professional development and performance evaluation Honor teachers Only granted to outstanding Senior-grade teachers with many teachers additional years of Additional at least 5 service and First-grade years of services + outstanding teachers first-grade teacher teaching practices rank obtained Second-grade Additional at least 5 years of services + teachers second-grade 3-5 years of services teacher rank obtained + third-grade Third-grade teacher rank teachers obtained + school- 1-2 years of services level internal evaluation 13 ▪ Reform admission, with interview and GPA in addition to college entrance exam ▪ Modernize preservice curriculum with intensive practical component connecting with schools ▪ Teacher Development Schools as practice TEACHER sites for teacher candidates and to engage PREPARATION schools and local governments ▪ Develop and invest in teacher educators ▪ Use technology wisely ▪ Quality assurance system is in place ADMISSION REFORM: Make Entry into Pre-service Selective The Academic Test For The Ordinary High School Students 15% 2012 National College The National College Entrance Entrance Examination Examination results 50% ONLY Interview by university 35% Teacher candidates who are admitted through the“ Trinity ” admission system generally have better performance comprehensively and professionally based on the evaluation of graduates. Over 80% teacher candidates in pre-school education and primary education programs were admitted via the new admission system, it will be reached to 100% in 2020. REFORM PRESERVICE CURRICULUM SYSTEM • Restructuring the curriculum in accordance with National Teacher Education Curriculum Standards and the basic education reform, • Emphasis on curriculum development, learning evaluation, and student management • Ensure the content mastery, substantial subject knowledge in the curriculum; • Ensure teaching practicum and internship • Strengthen some practice skills, for instance, Teachers oral communication, ICT, hand writing on blackboard. 16 • Establishing Teacher Development Schools (affiliated to primary or secondary schools) as practice sites for teacher candidates and to engage schools and local governments in teacher preparation; • New teacher education program accreditation policy requires that no less than 20% of teacher educators who teaching Teacher Education Courses should be frontline teachers; • Teacher Educators under 40 shall work in schools for half a year in every 5 years; • Over 1,000 Teacher Development Schools has been established to help teacher candidates transition from candidate to teacher in their own classroom. Teacher Development Schools in Zhejiang: Connecting University with Schools 17 INTENSIVE PRACTICAL COMPONENT • Promulgated “Regulation of Teacher Candidates' Educational Practice ” and relevent guidelines, • A comprehensive information management and evaluation online system, and all the student teachers must pass the Teaching Skill Evaluation • Increased the practicum fund to 2,000 yuan(equals to US$285) per student to improve the practical skills of student teachers. The online system can record the study and practice of every teacher candidates. 18 INTENSIVE PRACTICAL COMPONENT • Practicum across 4 years' study: • 1st year: classroom observation in every two weeks • 2nd year: deliberate practice of teaching the same lesson repeatedly (同课异构) in every two weeks • 3rd year: 2 weeks blocking teaching in every term • 4th year: 3 months' practice in schools, then reflection course Second year student teacher was teaching the same lesson repeatedly, her classmates were observing. 19 TEACHER EDUCATOR MATTERS 2000 2011 2016 •Zhejiang Higher Learning •Zhejiang Normal University •Alliance of Zhejiang Higher Insitution Teacher Training established the first Learning Insitution Teacher Base was established Teachers' Teaching Teaching Development Development Center in Center was established Zhejiang Province National policies(2012, 2018a, 2018b,etc.) on Teacher Education emphasized on the development of Teacher Educators. Types of training Purpose Content Method Obtain the Teaching Induction 4 courses realted to Higher Education exams Qualification Online training Continuation of registration 360 Credits Lectures/workshops Developing through Micro-teaching competition, teaching skills develop yourself through competition in Department, Reward competition competition College, University and proivnce level School-based training develop educators developed by each university depends on each university 20 USE TECHNOLOGY WISELY: SIMPLE MULTIMEDIA CLASSROOM USE TECHNOLOGY WISELY: BLENDED TEACHING • 2014, university teachers were encouraged to develop online open courses; in 2016, the first batch blended courses pilot program was launched in the College of Teacher Education, ZJNU • face to face & online(teacher educators recorded the micro videoes) • Formative assessment USE TECHNOLOGY WISELY: ICT AS COMPULSORY COURSE Country ICT content ICT integration • Option A, word, excel, PPT processor • Option B, programming •Using ICT widely in and outside China • PPT design the classroom • National Computer Rank Examination (NCRE) is quite popular among college students and widely recognized in China Ethiopia • Poor facilities, especially teacher training colleges, eg: ICT course content are very basic, start from knowing Vinkindu TTC has 30 Kenya computer and networks, limited time on pracitce computers without internet, while they have about 590 * Digital literacy as one of key components of CBC in students. Tanzania Kenya • Teacher educators' proficiency in ICT Recruitment and Probation PROFESSIONAL Principal as Instructional leader DEVELOPMENT OF TEACHERS School-based Teaching and Research Training System and Quality Control RECRUITMENT BY DISTRICT/COUNTY recruitment plan Job posting job posting Organised check credentials Meet related requirements Recruit by Districts teacher and Counties Exam and Interview Under 35 results posting sign the contract 25 CERTIFICATION REQUIREMENT • Teacher certificate mandatory • National teacher certification exam consist of a written section and an interview and mock lesson; • Renewal of teacher certificate every 5 years based on the accomplished 360 credit hours training. 26 RECRUITMENT AND PROBATION • New teachers are required to obtain classroom experience through a one-year probation period, as induction to the teaching job. • Institutionalized apprenticeship in schools allow novice teachers to learn from expert teachers. • Some induction-probation program requires teachers to finish 180 training hours on ethics, pedagogy, student development and management, etc. • At the end of probation, schools are not obligated to formally hire if the candidates fail evaluation • The probationary period also allows new teachers themselves to reflect on the profession and determine if teaching is indeed their calling. 27 School planning Adjustment to Internal external management CHINESE environment PROFFESSIONAL STANDARDS FOR SCHOOL PRINCIPALS Teacher growth School culture Instructional leadership All-around Training, cultivate the Principals to be Instructional Leaders • Induction program • Regular training program covering various topic, for example, curriculum leadership, informatization • Select a cadre of outstanding teachers and principals to receive systematic training, aim to develop the change agents and lay the foundation for Basic Education Reform. PRINCIPAL AS INSTRUCTIONAL LEADER 29 TEACHER PROFESSIONAL DEVELOPMENT • Multi-tiered teacher professional development • 3% of school wage bill and 10% of non-salary Province recurrent budget required for teacher professional development City • 360 credit hours compulsory training every five years County for re-certification and for career progression • Online teacher professional development platform for School access to open learning resources and for monitoring Four-level Teacher training and quality • Teacher professional development participation and monitoring system credits feed into annual performance evaluations 30 ▪School-based Teaching and Research Group: ▪ Lesson preparation ▪ Professional development ▪ Coaching and guidance ▪ Induction of new teachers ▪ Subject content and pedagogy research ▪ Lesson observations ▪ Student interactions ▪ Grade homework ▪ Teacher performance evaluation Age School-based Teaching and Research The design and application of Quality Monitoring Platform of Teacher Professional Development Evaluation Report on Quality of Teacher Professional Development, by Quality Monitoring Centre of Teacher Education TRAINING SYSTEM AND QUALITY CONTROL • Creating a cadre of “rural special teacher”, increasing senior posts; • Improving the welfare of rural teachers (allowance, housing, medical insurance); • Providing free teacher education for Measures to students willing to serve in rural areas for Attract Teachers 6 years plus; to Teach in Rural • Encouraging teaching in rural schools Areas with faster track promotion and incentives; • Improving rural teacher training with 360 hours of mandatory training; and • Establishing an internet-based National Network for Teacher Education for rural areas with real time connection to urban schools for knowledge exchange. SUMMARY OF TEACHER EDUCATION APPROACHES • Policies supported by financing and strong implementation • Reform admission to recruit candidates who are committed, suitable to teach • Provide adequate subject-content knowledge, extensive practical component through lab schools or teacher training bases • Using techology widely and wisely to facilitate teaching and learning • Develop teacher educators, make them qualified and feel supported • Bridge Universities and schools- invite excellent school teachers to be guest professors/lecturers, establishing Teacher Development Schools (based in schools) as training base for teacher, candidates, Synergistic relationship between university research and teacher education practice • Multiple ways to develop and motivate teachers: teacher career ladder should interact with performance evaluation and commending, in-service training and development; teaching skills contests, etc. • School principals explicitly required to be instructional leaders • School-based teaching and research group can be a cost-effective way for professional development 34 Careful planning HOW SHANGHAI Meticulous implementation DOES IT Relentless focus on teachers and instructional excellence