Estonia’s Teacher Shortages: A Threat to Educational Excellence

Estonia’s Teacher Shortages: A Threat to Educational Excellence

Estonia’s Teacher Shortages: A Threat to Educational Excellence

Photo by Christina Morillo from www.pexels.com

Written by Siti Hajar Auliannisa

Introduction

 

Estonia has a rich history dating back to the 13th century, and it has adopted innovative approaches that prioritize equal access to high-quality education. The comprehensive system provides free education at all levels and gives schools more autonomy by allowing them to tailor curricula, teaching methods, and administrative decisions.

 

Education in Estonia is legally free, unless parents choose to send their children to private schools. Early childhood education, basic education, upper secondary education, and higher education are the four levels of education. The structure of the education system allows everyone to progress from one level of education to the next. Furthermore, the Estonian education system is decentralized, with clear divisions of responsibility between the state, local government, and schools. The language of instruction is mainly Estonian, but other languages may be used as stipulated in the legislation.

 

According to the PISA 2022 educational survey, Estonian 15-year-olds have the absolute best knowledge and skills in Europe and are among the top eight in the world. Among Estonia is ranked first-2nd in mathematics with Switzerland, first in science, and first-2nd in reading with Ireland.

 

According to PISA, Estonian headmasters and teachers enjoy significant autonomy, ranking the country first among nations for the freedom educators have in designing school curricula and contributing to management decisions.

 

However, despite the international acclaim for Estonia’s education system, the growing shortage of qualified teachers stands out as a major concern. This issue, highlighted by the survey, is a critical challenge the nation is working to address in the coming years to preserve its educational excellence.

 

The Scope of the Problem

 

For over a decade, state statistics and international comparisons have highlighted a troubling trend in Estonia’s teaching workforce, with conditions deteriorating each year. The average age of Estonian teachers is approximately 50, and the proportion of educators aged over 60 has risen from 17% to 24% between 2015 and 2023 (Haridussilm, 2024; OECD, 2020). Meanwhile, the percentage of qualified teachers—those with a teaching certificate and a master’s degree or equivalent—dropped from 87% to 81% in general education schools from 2017 to 2022 (Ministry of Education and Research, 2022).

 

Additionally, the latest TALIS report (OECD, 2020) shows that 41% of teachers under 35 in Estonia are considering leaving the profession within the next five years, the highest percentage among all TALIS countries. The COVID-19 pandemic exacerbated the situation, with nearly a third more teachers leaving their roles in the 2021-2022 academic year compared to two years prior (Arenguseire Keskus, 2023). These challenges pose a significant threat to the stability of Estonia’s education system.

 

Underlying Causes of Teacher Shortages

 

Economic Factors

 

The teaching profession’s social status, encompassing low salaries and limited societal recognition, serves as a significant deterrent. Across many countries, teachers earn less than professionals with similar qualifications. In Estonia, the average teacher’s salary equates to 92% of the national average salary for specialists with higher education. In 2023, lower secondary teachers earned an average of USD 37,506, which is 24% higher than the starting salary. However, this remains uncompetitive compared to earnings in other fields, making it difficult to retain teachers in the profession.

 

While salary is not the primary reason individuals pursue teaching, inadequate pay can drive even highly motivated teachers and aspiring educators to leave the field.

 

Social Perceptions

 

The position and perception of teachers in Estonia present a paradox: despite producing some of the world’s best educational outcomes, a significant number of teachers report dissatisfaction with their jobs and the level of societal appreciation. Many teachers perceive their own efficacy as low and view societal attitudes toward the teaching profession as overly critical. Consequently, teaching is not a highly attractive career choice for upper secondary school graduates, leading to a workforce that is increasingly feminized and ageing.

 

Research has also highlighted various personal factors influencing teacher retention. While the impact of gender is mixed, younger and less experienced teachers are more likely to leave the profession. Many young professionals are opting for higher-paying, more flexible career paths outside of teaching. Conversely, teachers with traditional educational qualifications tend to stay in the field longer compared to those who enter through alternative certification programs.

 

Workload and Burnout

 

Teacher retention is heavily influenced by well-being and health, with burnout playing a significant role. For those who choose to stay in the profession, the workload can be overwhelming. Estonian teachers juggle extensive administrative duties alongside the challenges of inclusive education and managing diverse classrooms. Additionally, the national curriculum, often criticized for being excessively demanding, exacerbates their workload, leaving limited opportunities for creativity or personal development.

 

Impact of Teacher Shortages

 

On students

Teacher shortages have a profound impact on students’ education, causing disruptions in learning, reducing opportunities, and hindering academic success. The absence of qualified teachers often results in increased reliance on substitute educators or larger class sizes, which disrupt the continuity of instruction and negatively affect students’ understanding of the material.

 

Moreover, schools facing teacher shortages may be forced to cancel advanced or specialized courses, such as higher-level mathematics or science, limiting students’ academic opportunities and preparation for higher education. Research also suggests that teacher shortages contribute to lower academic performance, as larger class sizes and less qualified instructors may struggle to meet the varied learning needs of students effectively.

 

On teachers

The decentralized structure of Estonia’s education system adds another layer of complexity. While schools and municipalities enjoy considerable autonomy, this flexibility has led to difficulties in resource distribution, long-term planning, and addressing the specific needs of individual schools. Local municipalities, in particular, often struggle to offer adequate support for teachers, which increases their stress and workload, further aggravating the teacher shortage. Although teacher training programs are theoretically robust, they often fall short in providing enough practical experience, leaving new educators unprepared for the challenges of classroom management and inclusive education. Consequently, many teachers either leave the profession early or decide against entering it altogether, intensifying the shortage.

 

On the Education System

 

The National Audit Office highlights that the shortage of adequately qualified teachers undermines the quality of general education. Their analysis reveals that in the context of teacher shortages, lessons in natural and exact sciences are often taught by teachers from other subjects or “career switchers.” While these teachers may hold the required master’s degree and teaching qualification, they often lack the specific training needed for the subjects they teach. The profession’s reputation has been further damaged by negative media portrayals and the increasing practice of employing unqualified individuals, making recruitment even more difficult.

 

Etonia’s Efforts to Address the Issue

 

 

Rethinking teacher schedules, Professional Learning, and Leadership

Estonia is actively reimagining the teaching profession, exploring innovative approaches to school organization that prioritize more flexible schedules for teachers, relevant professional development, and enhanced teacher leadership. These strategies align with calls for similar changes in the U.S. as well.

 

Diversifying the Teacher Pool

Estonia is working to diversify its teacher workforce by attracting individuals pursuing second careers and offering part-time positions for professionals from other fields.

 

Modernizing Teacher Education Programs

The reforms are extending beyond the classroom to teacher education, with preparation programs experimenting with “learn on the job” training and emphasizing the use of digital tools to improve learning and tailor education to students’ needs. Additionally, teacher education students are taking on new roles to assist classroom teachers while gaining valuable learning experiences from them.

 

Increasing Teacher Salaries

Like many other regions, Estonia analyzed teacher salaries and determined that stronger financial incentives were necessary to attract and retain educators. From 2016 to 2020, teacher salaries increased by approximately 40%, and this year, the Education Minister pledged to raise salaries to 120% of the average wage in Estonia by 2023. Additionally, new teachers are offered bonuses to take positions in underserved rural areas.

 

Conclusion

In conclusion, while Estonia’s education system continues to excel globally, the persistent teacher shortages pose a critical challenge to maintaining its high standards. The root causes, including aging educators, low salaries, societal perceptions, and burnout, demand immediate attention. The nation’s efforts to address these issues—through increased salaries, modernized teacher training, diversified recruitment, and innovative school organization—show promise, but more comprehensive strategies and sustained investment are necessary. Without a robust and well-supported teaching workforce, Estonia risks compromising the very foundation of its educational success and the future development of its students.

 

 

 

 

 

 

 

 

 

 

References

 

Arenguseire Keskus. “The Future for the Next Generation of Teachers: Trends and Scenarios up to 2040.” November 15, 2024. https://arenguseire.ee/en/reports/the-future-for-the-next-generation-of-teachers-trends-and-scenarios-up-to-2040/.

 

Estonian News. “Shortage of Qualified Teachers Is Greater in Estonia Than Previously Thought.” January 26, 2024. https://news.postimees.ee/7947387/shortage-of-qualified-teachers-is-greater-in-estonia-than-previously-thought.

 

European Commission. “National Reforms in School Education—Estonia.” Eurydice. Last updated March 29, 2023. https://eurydice.eacea.ec.europa.eu/national-education-systems/estonia/national-reforms-general-school-education.

 

Eva Toome. “PISA 2022: Estonia Consistently Among the World’s Best.” Education Estonia, September 10, 2024. https://www.educationestonia.org/estonias-pisa-2022-results-consistently-among-the-worlds-best/.

 

Gorard, Stephen, Mark Ledger, Beng Huat See, and Rebecca Morris. “What Are the Key Predictors of International Teacher Shortages?” Research Papers in Education, October 23, 2024, 1–28. https://doi.org/10.1080/02671522.2024.2414427.

 

Haridussilm. “Teachers.” Accessed January 11, 2025. https://www.haridussilm.ee/ee/tasemeharidus/haridustootajad/opetajad.

 

Ministry of Education and Research. “Haridus- ja Teadusministeeriumi 2022. aasta tulemusar-uande analüütiline lisa” [Analytical Annex to the Ministry of Education and Research Performance Report 2022]. 2022. https://www.hm.ee/sites/default/files/documents/2023-08/2022_TA_anal%C3%BC%C3%BCtiline_lisa.pdf.

 

NCEE. “How Estonia Is Addressing Its Teacher Shortage.” January 20, 2022. https://ncee.org/quick-read/how-estonia-is-addressing-its-teacher-shortage/.

 

OECD. TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals. Paris: OECD Publishing, 2020.

 

 

Barriers to Learning: Socioeconomic and Structural Issues in Tunisian Education

Barriers to Learning: Socioeconomic and Structural Issues in Tunisian Education

Written by Siti Hajar Auliannisa

Overview

 

Tunisia, located in North Africa, has a rich historical and cultural heritage shaped by various influences over the centuries. Its strategic Mediterranean coastline and proximity to the Sahara made it a crossroads for different civilisations. Tunisia gained independence from France in 1956 and has undergone significant political changes. Culturally, Tunisia is a blend of Arab, Berber, Ottoman, and French influences. It is known for its diverse cultural expressions, including music, literature, and cuisine, which reflect its complex history[1].

 

Historical Context of Education in Tunisia

 

Tunisia’s education system has been strongly influenced by its colonial history and the government’s efforts after independence to address its effects. After the colonial era, the government worked for about 40 years to provide universal primary education and reduce the inequalities that the colonial school system had created[2].

 

Tunisia has a free and compulsory education system for children aged 6 to 16. Children spend six years in primary school, starting at age six. After that, they go through seven years of secondary education, split into two cycles: a four-year cycle and a three-year cycle. Their secondary education lasts for seven years, divided into two cycles: three-year and four-year cycles. of educational institutions, the system struggles financially, leading to greater reliance on private funding and fewer options for students in choosing subjects and schools.

 

Socioeconomic Factors Impacting Education

 

In Tunisia, social and economic factors create serious challenges for education. Many families live in poverty and must prioritise survival over schooling. As a result, many children drop out of school to help earn money for their households[3]. Rural areas are especially affected because they often lack transportation and schools, making access to education hard. There are also big differences between regions: urban centres usually have better schools and qualified teachers, while rural areas are often overlooked. Additionally, unemployment and economic instability create financial challenges for families, such as being unable to pay for school supplies or transportation[4].

 

Access to Quality Education

 

According to the Ministry of Education, approximately 65,000 children dropped out of school in 2023, which represents a significant decrease from the 109,000 children who dropped out in 2022. With support from UNICEF, the government was able to double its annual one-time back-to-school allowance for over 510,000 children. This additional support is expected to have made a significant impact[5].

 

The recently released 2023 Multi-Indicator Cluster Survey (MICS), which was launched in February 2024, reveals concerning statistics about preschool education in Tunisia. Only 47.2% of children aged 3 to 4 years have access to preschool education programs, while a more promising figure of 89% of 5-year-olds are enrolled. However, disparities become evident when examining the data more closely. In rural areas, the access rate plummets to a mere 37.4%, and among the poorest segments of the population, it drops further to just 17.4%. This stark contrast highlights that preschool education has become a privilege reserved for a select few, particularly in rural settings and among low-income families. The lack of access to early childhood education represents a significant lost opportunity for the development of human capital in Tunisia, especially given that early education and developmental programs are known to be crucial in breaking the cycle of intergenerational poverty[6].

 

Children aged 6 to 18 from low-income households are also significantly more likely to drop out of school. Only 53% of children from the poorest families complete lower secondary school, compared to 95% from wealthier households. Similarly, only 25% of students from poor families finish high school, compared to 80% from wealthier families. These disparities emphasise the systemic inequities in Tunisia’s education system[7].

 

Challenges in Rural Education

 

Children living in rural areas face significant risks of dropping out of school. These risks arise from factors such as the long distances between homes and schools and the economic disadvantages many families face. The combination of poor infrastructure and financial strain disproportionately impacts rural students, limiting their educational opportunities. Rural schools in Tunisia often lack basic infrastructure, such as adequate classrooms, sanitation facilities, and learning materials. This shortage not only affects the quality of education but also discourages attendance. Teachers assigned to rural areas may lack proper training or resources, further exacerbating the gap between rural and urban education systems. In some rural communities, traditional norms and values may deprioritize formal education, particularly for girls[8].

 

Early marriages and expectations for children to contribute to household or agricultural work detract from their ability to attend and succeed in school. The geographical isolation of rural areas adds another layer of difficulty. Many children have to travel long distances on foot or rely on unreliable transportation systems, which can be unsafe or impractical. During adverse weather conditions, this isolation often leads to extended periods of absenteeism. Families in rural areas are more likely to face financial hardships, compelling children to work instead of attending school. Seasonal labour in agriculture often takes precedence, disrupting the academic calendar and leading to higher dropout rates.

 

Inclusion of Marginalized Groups

 

The concept of inclusion emphasises the importance of accepting differences and fostering a sense of belonging for all students within an educational context. In 2003, the Tunisian government developed a strategy for the full inclusion of children with special needs in regular schools with assistance from accredited associations. Tunisia has also signed several international conventions for the protection of the rights of refugees, women, children, and people with disabilities and is part of the African Charter on Human and Peoples’ Rights. Act No. 2002-80 stipulates that education is a fundamental right guaranteed to all without discrimination. However, the implementation of inclusive education remains limited despite these provisions. Challenges stem from government policies, curriculum management, and a lack of community awareness regarding the importance of inclusive schools[9].

 

Technological Integration in Education

 

In Tunisia, training facilities and programs for teachers and staff remain inadequate. The Virtual University of Tunisia (VUT), established in 2002, offers online training programs for teachers in collaboration with the International Business Machine (IBM) corporation. However, its objective to offer 20% of national courses online was not achieved due to the absence of a clear strategy to encourage faculty members to adopt distance learning. Many teachers are hesitant to provide online courses, and the number of available online courses remains limited[10]. This reluctance underscores the broader need for strategic engagement and capacity-building efforts to integrate technology into education effectively.

 

 

Higher Education System

 

Tunisian higher education faces significant challenges that hinder its alignment with societal and economic needs. A major issue is the persistent gap between theoretical reforms and practical implementation. Many educators lack the skills needed to adopt innovative teaching methods, compounded by limited training opportunities. The inclusion of less-qualified personnel further exacerbates this issue. Additionally, reliance on outdated teaching methods undermines efforts to modernise the education system.[11]

 

The higher education system is also misaligned with labour market demands. Historically orientated towards feeding the public sector, the system struggles to equip graduates with skills for alternative job markets, resulting in high unemployment among degree holders. The lack of emphasis on creativity and entrepreneurship leaves many graduates unprepared to adapt to economic changes. Policymakers’ failure to create relevant academic programs exacerbates these challenges, limiting the system’s ability to drive national progress.

 

Another indicator of efficiency in higher education is the student-to-teacher ratio. Tunisia’s ratio improved slightly over the last decade, settling at under 19 students per teacher in 2007 and 2008. However, this ratio remains higher than those of other regions, indicating room for improvement in the quality of the learning environment[12].

 

Financing Education

 

Within this context, this article focuses on Tunisia. Like other developing countries, Tunisia has allocated increasing levels of resources to education, particularly higher education, over the past few decades, mainly through public funding. In 2005–2008, public expenditure on education amounted to around 7.4% of GDP, with 2% allocated to higher education. In the last few years, however, budgetary constraints have increased and are likely to continue shortly.[13]

 

In Tunisia, access to all levels of education is free of charge, or nearly so; therefore, in a perfect environment, there would be no room for equity concerns since the success of all students would depend only on their effort and motivation. But the reality is far from this ideal, and differences in families’ situations, particularly those concerning education and incomes, substantially affect student results.

 

In Tunisia around 2002, the share of public spending on education that was dedicated to higher education was similar to that of the OECD countries, Brazil, and higher than that of the low-middle-income countries. This share grew and stabilised at about 27% in recent years. Public spending on both higher and pre-university levels increased as a proportion of GDP. Moreover, because of Tunisia’s demographic transition, enrolment in primary schools is dropping and that in universities is rising rapidly, so this evolution cannot be seen as conflicting with equity. No data are available on the distribution of students among socio-economic groups but given that Tunisian children have full access to primary and secondary school and that the state strongly supports virtually free higher education, we can draw some reasonable conclusions regarding equity.

 

Conclusion

 

Tunisia’s education system faces challenges like poverty, rural-urban inequalities, and outdated teaching methods, making it hard for all children to access quality education. While education is free and compulsory, children in rural areas often lack resources, and low-income families struggle to keep their children in school. Additionally, the system has gaps in early education, inclusion for children with special needs, and alignment with job market demands. Despite some government efforts, such as financial support for low-income students, more is needed to improve teacher training, resources, and equal access to education for all.

 

 

 

 

[1] Clarke, John Innes, L. Carl Brown, Nevill Barbour, Mohamed Talbi, and Emma Murphy. “Tunisia | History, Map, Flag, Population, & Facts.” Encyclopedia Britannica, November 24, 2024. https://www.britannica.com/place/Tunisia.

Salah, Mhamed Ben, Cédric Chambru, and Maleke Fourati. “The Colonial Legacy of Education: Evidence from Tunisia.” SSRN Electronic Journal, January 1, 2022. https://doi.org/10.2139/ssrn.4101795.

[3] UNICEF. “Tunisia Country Office Annual Report 2023.” UNICEF, 2023. https://www.unicef.org/media/152616/file/Tunisia-2023-COAR.pdf.

[4] UNICEF. “UNICEF in Tunisia: Keeping Tunisia’s Most Vulnerable Children on the Path to Education.” UNICEF, September 1, 2022. https://www.unicef.org/mena/stories/unicef-tunisia-keeping-tunisias-most-vulnerable-children-path-education.

[5] UNICEF. “Tunisia Annual Report 2023.” UNICEF, 2023. https://www.unicef.org/reports/country-regional-divisional-annual-reports-2023/Tunisia.

[6] Wilson Center. “Poverty, Inequality and Corruption: Explaining Variation in Educational Quality in Tunisia,” n.d. https://www.wilsoncenter.org/article/poverty-inequality-and-corruption-explaining-variation-educational-quality-tunisia#:~:text=Poorer%20households%20and%20those%20in,of%20fewer%20than%2040%20students.&text=Source:%20LGPI.,The%20school%20has%20parent’s%20association.

[7] UNICEF. “Tunisia Country Report on Out-of-School Children: Summary.” UNICEF, December 2022. https://www.unicef.org/mena/media/6661/file/Tunisia%20Country%20Report%20on%20OOSC%20Summary_EN.pdf.pdf.

[8] Akkari, Abdeljalil. “Current Issues of Democracy and Education in Tunisia as Interpreted through Dewey’s Approach.” In Dewey, Education, and the Mediterranean, pp. 147-161. Brill, 2022.

[9] Ayadi, Mouna. “Inclusive Education in Tunisia: Expectations versus Reality.” أطراس 5, no. 01 (January 15, 2024): 17–29. https://doi.org/10.70091/atras/vol5no1.2.

[10] Hamlaoui, Sihem. “Teachers’ resistance to educational change and innovations in the Middle East and North Africa: A case study of Tunisian universities.” Re-Configurations (2021): 171.

[11] Khalifa, Taher Ben. “A Critical Perspective to Higher Education in the 21st Century Tunisia: The Problems of the Present and the Challenges of the Future.” Educational Studies 1, no. 1 (2024): 1-13.

[12] Zaghdoudi, Ines. “The challenges and the necessary reforms for education in Tunisia.” Houloul, September 24, 2021. https://houloul.org/en/2021/07/22/will-be-available-soon-9/.

[13] Abdessalem, Tahar. “Scope, relevance and challenges of financing higher education: The case of Tunisia.” Prospects 41 (2011): 135-155.

 

 

Estonia’s Teacher Shortages: A Threat to Educational Excellence

Estonia’s Teacher Shortages: A Threat to Educational Excellence

Written by Siti Hajar Auliannisa

Introduction

Estonia has a rich history dating back to the 13th century, and it has adopted innovative approaches that prioritize equal access to high-quality education. The comprehensive system provides free education at all levels and gives schools more autonomy by allowing them to tailor curricula, teaching methods, and administrative decisions.

 

Education in Estonia is legally free, unless parents choose to send their children to private schools. Early childhood education, basic education, upper secondary education, and higher education are the four levels of education. The structure of the education system allows everyone to progress from one level of education to the next. Furthermore, the Estonian education system is decentralized, with clear divisions of responsibility between the state, local government, and schools. The language of instruction is mainly Estonian, but other languages may be used as stipulated in the legislation.

 

According to the PISA 2022 educational survey, Estonian 15-year-olds have the absolute best knowledge and skills in Europe and are among the top eight in the world. Among Estonia is ranked first-2nd in mathematics with Switzerland, first in science, and first-2nd in reading with Ireland.

 

According to PISA, Estonian headmasters and teachers enjoy significant autonomy, ranking the country first among nations for the freedom educators have in designing school curricula and contributing to management decisions.

 

However, despite the international acclaim for Estonia’s education system, the growing shortage of qualified teachers stands out as a major concern. This issue, highlighted by the survey, is a critical challenge the nation is working to address in the coming years to preserve its educational excellence.

 

The Scope of the Problem

 

For over a decade, state statistics and international comparisons have highlighted a troubling trend in Estonia’s teaching workforce, with conditions deteriorating each year. The average age of Estonian teachers is approximately 50, and the proportion of educators aged over 60 has risen from 17% to 24% between 2015 and 2023 (Haridussilm, 2024; OECD, 2020). Meanwhile, the percentage of qualified teachers—those with a teaching certificate and a master’s degree or equivalent—dropped from 87% to 81% in general education schools from 2017 to 2022 (Ministry of Education and Research, 2022).

 

Additionally, the latest TALIS report (OECD, 2020) shows that 41% of teachers under 35 in Estonia are considering leaving the profession within the next five years, the highest percentage among all TALIS countries. The COVID-19 pandemic exacerbated the situation, with nearly a third more teachers leaving their roles in the 2021-2022 academic year compared to two years prior (Arenguseire Keskus, 2023). These challenges pose a significant threat to the stability of Estonia’s education system.

 

Underlying Causes of Teacher Shortages

 

Economic Factors

 

The teaching profession’s social status, encompassing low salaries and limited societal recognition, serves as a significant deterrent. Across many countries, teachers earn less than professionals with similar qualifications. In Estonia, the average teacher’s salary equates to 92% of the national average salary for specialists with higher education. In 2023, lower secondary teachers earned an average of USD 37,506, which is 24% higher than the starting salary. However, this remains uncompetitive compared to earnings in other fields, making it difficult to retain teachers in the profession.

 

While salary is not the primary reason individuals pursue teaching, inadequate pay can drive even highly motivated teachers and aspiring educators to leave the field.

 

Social Perceptions

 

The position and perception of teachers in Estonia present a paradox: despite producing some of the world’s best educational outcomes, a significant number of teachers report dissatisfaction with their jobs and the level of societal appreciation. Many teachers perceive their own efficacy as low and view societal attitudes toward the teaching profession as overly critical. Consequently, teaching is not a highly attractive career choice for upper secondary school graduates, leading to a workforce that is increasingly feminized and ageing.

 

Research has also highlighted various personal factors influencing teacher retention. While the impact of gender is mixed, younger and less experienced teachers are more likely to leave the profession. Many young professionals are opting for higher-paying, more flexible career paths outside of teaching. Conversely, teachers with traditional educational qualifications tend to stay in the field longer compared to those who enter through alternative certification programs.

 

Workload and Burnout

 

Teacher retention is heavily influenced by well-being and health, with burnout playing a significant role. For those who choose to stay in the profession, the workload can be overwhelming. Estonian teachers juggle extensive administrative duties alongside the challenges of inclusive education and managing diverse classrooms. Additionally, the national curriculum, often criticized for being excessively demanding, exacerbates their workload, leaving limited opportunities for creativity or personal development.

 

Impact of Teacher Shortages

 

On students

Teacher shortages have a profound impact on students’ education, causing disruptions in learning, reducing opportunities, and hindering academic success. The absence of qualified teachers often results in increased reliance on substitute educators or larger class sizes, which disrupt the continuity of instruction and negatively affect students’ understanding of the material.

 

Moreover, schools facing teacher shortages may be forced to cancel advanced or specialized courses, such as higher-level mathematics or science, limiting students’ academic opportunities and preparation for higher education. Research also suggests that teacher shortages contribute to lower academic performance, as larger class sizes and less qualified instructors may struggle to meet the varied learning needs of students effectively.

 

On teachers

The decentralized structure of Estonia’s education system adds another layer of complexity. While schools and municipalities enjoy considerable autonomy, this flexibility has led to difficulties in resource distribution, long-term planning, and addressing the specific needs of individual schools. Local municipalities, in particular, often struggle to offer adequate support for teachers, which increases their stress and workload, further aggravating the teacher shortage. Although teacher training programs are theoretically robust, they often fall short in providing enough practical experience, leaving new educators unprepared for the challenges of classroom management and inclusive education. Consequently, many teachers either leave the profession early or decide against entering it altogether, intensifying the shortage.

 

On the Education System

 

The National Audit Office highlights that the shortage of adequately qualified teachers undermines the quality of general education. Their analysis reveals that in the context of teacher shortages, lessons in natural and exact sciences are often taught by teachers from other subjects or “career switchers.” While these teachers may hold the required master’s degree and teaching qualification, they often lack the specific training needed for the subjects they teach. The profession’s reputation has been further damaged by negative media portrayals and the increasing practice of employing unqualified individuals, making recruitment even more difficult.

 

Etonia’s Efforts to Address the Issue

 

 

Rethinking teacher schedules, Professional Learning, and Leadership

Estonia is actively reimagining the teaching profession, exploring innovative approaches to school organization that prioritize more flexible schedules for teachers, relevant professional development, and enhanced teacher leadership. These strategies align with calls for similar changes in the U.S. as well.

 

Diversifying the Teacher Pool

Estonia is working to diversify its teacher workforce by attracting individuals pursuing second careers and offering part-time positions for professionals from other fields.

 

Modernizing Teacher Education Programs

The reforms are extending beyond the classroom to teacher education, with preparation programs experimenting with “learn on the job” training and emphasizing the use of digital tools to improve learning and tailor education to students’ needs. Additionally, teacher education students are taking on new roles to assist classroom teachers while gaining valuable learning experiences from them.

 

Increasing Teacher Salaries

Like many other regions, Estonia analyzed teacher salaries and determined that stronger financial incentives were necessary to attract and retain educators. From 2016 to 2020, teacher salaries increased by approximately 40%, and this year, the Education Minister pledged to raise salaries to 120% of the average wage in Estonia by 2023. Additionally, new teachers are offered bonuses to take positions in underserved rural areas.

 

Conclusion

In conclusion, while Estonia’s education system continues to excel globally, the persistent teacher shortages pose a critical challenge to maintaining its high standards. The root causes, including aging educators, low salaries, societal perceptions, and burnout, demand immediate attention. The nation’s efforts to address these issues—through increased salaries, modernized teacher training, diversified recruitment, and innovative school organization—show promise, but more comprehensive strategies and sustained investment are necessary. Without a robust and well-supported teaching workforce, Estonia risks compromising the very foundation of its educational success and the future development of its students.

  

References

 

Arenguseire Keskus. “The Future for the Next Generation of Teachers: Trends and Scenarios up to 2040.” November 15, 2024. https://arenguseire.ee/en/reports/the-future-for-the-next-generation-of-teachers-trends-and-scenarios-up-to-2040/.

 

Estonian News. “Shortage of Qualified Teachers Is Greater in Estonia Than Previously Thought.” January 26, 2024. https://news.postimees.ee/7947387/shortage-of-qualified-teachers-is-greater-in-estonia-than-previously-thought.

 

European Commission. “National Reforms in School Education—Estonia.” Eurydice. Last updated March 29, 2023. https://eurydice.eacea.ec.europa.eu/national-education-systems/estonia/national-reforms-general-school-education.

 

Eva Toome. “PISA 2022: Estonia Consistently Among the World’s Best.” Education Estonia, September 10, 2024. https://www.educationestonia.org/estonias-pisa-2022-results-consistently-among-the-worlds-best/.

 

Gorard, Stephen, Mark Ledger, Beng Huat See, and Rebecca Morris. “What Are the Key Predictors of International Teacher Shortages?” Research Papers in Education, October 23, 2024, 1–28. https://doi.org/10.1080/02671522.2024.2414427.

 

Haridussilm. “Teachers.” Accessed January 11, 2025. https://www.haridussilm.ee/ee/tasemeharidus/haridustootajad/opetajad.

 

Ministry of Education and Research. “Haridus- ja Teadusministeeriumi 2022. aasta tulemusar-uande analüütiline lisa” [Analytical Annex to the Ministry of Education and Research Performance Report 2022]. 2022. https://www.hm.ee/sites/default/files/documents/2023-08/2022_TA_anal%C3%BC%C3%BCtiline_lisa.pdf.

 

NCEE. “How Estonia Is Addressing Its Teacher Shortage.” January 20, 2022. https://ncee.org/quick-read/how-estonia-is-addressing-its-teacher-shortage/.

 

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Educational Challenges in Cambodia

Educational Challenges in Cambodia

Written by Siti Hajar Auliannisa

Introduction

 

Cambodia’s education system has undergone a remarkable transformation thanks to considerable efforts by the Cambodian government and concerned stakeholders. In general education, there has been improvement across the sub-sector. For example, there have been efforts to improve the quality of teachers and school principals as well as educational infrastructure. In 2014, a major reform to the Grade 12 national examination was introduced to combat corruption and cheating during exams (Bredenberg, 2022). In 2016, another reform to general education was undertaken; that is, the introduction of a school improvement initiative known as the New Generation Schools. This important initiative aims to create a new model of public schools in Cambodia to improve the quality of general education (Bredenberg, 2022).

 

Cambodia’s education system: A brief historical account

 

According to McNamara and Hayden (2022), Cambodia has a tragic past. After a brief period of socioeconomic development following its independence from France in 1953, Cambodia plunged into political instability in the early 1970s, after which the country experienced one of the world’s worst tragedies in the 20th century, the Khmer Rouge. After the collapse of the Khmer Rouge regime (1975-1979) that killed one-quarter of the Cambodian population, Cambodia had to start from scratch to rebuild itself, including its education system (McNamara & Hayden, 2022).

 

During the genocide of the Khmer Rouge, Cambodia’s education system was completely dismantled. Educational infrastructure was destroyed or used for non-educational purposes, while teachers and other educated Cambodians were targeted for execution (Ayres, 2000). It was estimated that 75% of the teaching force died during the Khmer Rouge regime (Clayton, 1998). It was only in the early 1990s that Cambodia started to witness significant social and national development. Throughout the 2000s and 2010s, there have been a lot of improvements, particularly in quantitative aspects, in Cambodia’s education system. One of the significant achievements is the surge in student enrollment.

 

Cambodia’s education system: Current structure

 

Cambodia’s current education system is divided into four major streams: (a) pre-primary education or early childhood education, (b) general education, (c) technical and vocational education and training (TVET), and (d) higher education (Tao & Kao, 2023). Pre-primary education caters to children aged three to five and is provided at three distinct types of preschools: public, private, and community-based (Om, 2022). Following that, general education follows the 6+3+3 structure, comprising six years of primary education (Grades 1-6), three years of lower secondary education (Grades 7-9), and another three years of upper secondary education (Grades 10-12). A combination of primary and lower secondary education (Grades 1-9) constitutes the country’s compulsory basic education (UNESCO, 2008).

 

After finishing lower secondary education, students can either continue to regular upper secondary education or enroll in secondary-level TVET programs to qualify for TVET certificate types C1, C2, and C3 (Tao & Kao, 2023). Holders of TVET certificate type C3 can pursue advanced TVET programs: two years for a TVET diploma and four years for a bachelor’s degree in TVET-specific disciplines.

 

According to MoEYS (2023), over the past decade (2013-2022), there has been significant progress in terms of educational infrastructure development, student enrollment, and education access. For instance, the number of kindergarten and general education schools has increased from 14,852 in the 2013-2014 academic year to 18,830 in the 2022-2023 academic year. The number of HEIs has also increased from 110 in the 2013-2014 academic year to 132 in the 2021-2022 academic year. Likewise, the number of education staff has increased from 112,704 in 2013 to 125,597 in 2022.

 

 

Early Childhood Education

 

Early childhood education (ECE), which includes both early childhood care and preschool education, provides children with an essential foundation for success in life. About one-third of all Cambodians are below 15 years of age. In 2019, there were almost 1 million 3- to 5-year-olds (6.2% of the national population) in Cambodia.  Cambodia continues, however, to struggle with achieving the quantity and quality of ECE provision required to meet national needs. The quality of ECE programs in Cambodia relies heavily on having personnel with well-developed skills and knowledge. The problem is especially acute for community-based multilingual preschools, where a severe teacher shortage has significantly impaired expansion. It is also difficult to retain high-performing personnel because employment in the sector is not well-remunerated and lacks social status.

 

To date, ECE programs lack coherence and have not been systematically developed and implemented. Their implementation is subject to variations in socioeconomic conditions and the availability of resources across the country. Different models of ECE provision exist between public and private preschools and between community-based and home-based models. Programs delivered also vary according to particular geographic circumstances and social needs. In general, there is a lack of coherence in how different government levels participate in the management of preschools.

 

Quality of Educations

 

To measure student learning progress against the national curriculum, MoEYS conducts national assessments for grades 3, 6, 8 and 11 on a cyclical basis. To gain insight about performance against other countries, it also participates in the PISA-D survey process; and it has joined the Southeast Asia Primary Learning Metrics (SEA-PLM) initiative.

 

The relatively low performance in the national assessments is in line with findings from PISA-D and SEA-PLM sources. According to human capital index data on the years of schooling and quality of learning for students aged 18 years, Cambodian 18-year-old students had received around 9.5 years of schooling, which was lower than for all other ASEAN countries and Timor-Leste. According to PISA-D, only 8% of Cambodian children achieved a minimum level of reading proficiency; and only 10% achieved a minimum level of proficiency in mathematics .

 

 

Infrastructure and Facilities

 

One of the primary challenges that the Cambodian education system faces is the lack of adequate infrastructure. Many schools, particularly in rural areas, are bereft of basic facilities such as clean drinking water, electricity, and sanitation facilities. This is akin to the situation in several developing countries where rural areas often lag behind urban centres in terms of infrastructure development. Moreover, many schools are constructed from makeshift materials, making them susceptible to damage from natural disasters. This lack of sturdy, well-equipped school buildings can significantly impact the quality of education provided.

 

Alongside the infrastructural issues, there is also a severe shortage of resources. Many schools lack essential teaching aids like textbooks, computers, and other learning materials. This is somewhat reminiscent of the early days of the British education system, where resources were scarce and often outdated. Furthermore, the student to teacher ratio in many Cambodian schools is alarmingly high, leading to overcrowded classrooms and a lack of individual attention for students.

 

Teachers Shortages

 

Ministry of Education, Youth and Sport (2022) stated that key challenges facing Cambodia’s primary education included a shortage of teachers in remote areas and an oversupply of teachers in urban areas, a lack of teacher capacity building, limited quality of teachers, inadequate technological infrastructure, and a lack of materials for sanitation promotion. In secondary education, the challenges were the limited quality of teachers, inadequate opportunities for practical experiences, a lack of science teachers and facilities that support STEM subjects, and a lack of qualified staff or experts in English, ICT, health education, and architecture.

 

More than 60 percent of Cambodian children of lower-secondary-school age (12–14) were out of school in 2015, and 21 percent dropped out. Around 70 percent of sampled schools were short of classrooms. Teacher shortages were serious, and the majority of Cambodian teachers held low qualifications. As a result, student learning outcomes were low, with only eight percent of 15-year-old students reaching the minimum level of reading proficiency, as required by the Sustainable Development Goals, and just 10 percent achieving the minimum level of proficiency in mathematics, based on the PISA-D results in 2018.

 

Due to a lack of teachers and infrastructure, many public schools in Cambodia’s education system only operate for half-a-day morning or afternoon sessions. Many classes are overcrowded, and it is difficult for students to make substantial academic progress by attending just a few hours a day.

Socioeconomic Impact on Education

 

There has been a significant improvement in Cambodia’s student-to-teacher ratios over recent years, but classrooms remain relatively crowded. The situation is worse in rural areas, where classrooms are often overcrowded and school buildings are more dilapidated. There is also a large gap between rural and urban schools, estimated to be in the order of 10–15% points each year, in grade 6 completion rates. National assessment tests in 2016 indicated that while 62% of grade 6 students from urban areas were either proficient or advanced in Khmer language, only 35% of students from rural areas met this standard.

 

Students from better-off households were much more likely to have outperformed students from less well-off home backgrounds. As shown in Fig. 3.10, 60.6% of grade 6 students from the top quintile of family socioeconomic status were considered proficient or advanced in Khmer language, compared with only 24.4% from the bottom quintile of family socioeconomic status.

 

The gap was even more pronounced in mathematics. More than one-half (55.3%) of students from the top quintile for family socioeconomic status were proficient or advanced in mathematics, compared with less than one-quarter (23.1%) from the bottom quintile; and while 39.4% from the top quintile were below a basic level of proficiency in mathematics, the proportion for the lowest family socioeconomic status quintile was 73.1%.

Barriers between Public and Private School

 

Attendance at a public or private primary school was also strongly associated with different performance levels in the grade 6 Khmer language and mathematics tests. In the mathematics test, 67.4% of private school students obtained correct answers, whereas only 48.4% of public school students did so. In the Khmer language test, 52.1% of public school students achieved a satisfactory outcome, compared with 72.1% of private school students.

 

PISA-D survey results confirm the pattern. Fifteen-year-olds from private schools consistently outperformed their peers from public schools across the three areas of reading, mathematics and science. The performance difference was estimated to be equivalent to more than 2 years of schooling, meaning that, on average, the abilities of grade 6 students in public schools could just match the abilities of grade 4 students in private schools. However, private school education’s advantage was largely reduced after adjustment was made for family socioeconomic status. Students from better-off households were more highly represented at private than public schools

 

Conclusion

Cambodia’s education system has made significant strides since the end of the Khmer Rouge regime, but it still faces many challenges. These include teacher shortages, inadequate infrastructure, quality disparities between public and private schools, and significant socioeconomic inequalities. The government’s ongoing efforts to reform and improve education, including the New Generation Schools initiative and the introduction of national assessments, are steps in the right direction. However, addressing the fundamental challenges of teacher quality, infrastructure, and socioeconomic inequality will require sustained commitment and resources from both the government and international stakeholders.

References

  1. Bredenberg, Kurt. “Progress with Reforming Secondary Education in Cambodia.” In Education in the Asia-Pacific Region, 55–80, 2022. https://doi.org/10.1007/978-981-16-8213-1_4.
  2. Heng, Kimkong, and Bunhorn Doeur. “Realizing Cambodia’s Vision for a Knowledge-Based Society: Challenges and the Way Forward.” SSRN Electronic Journal, January 1, 2024. https://doi.org/10.2139/ssrn.4834212.
  3. John. “Challenges Faced By Cambodia’s Education System.” IPGCE @ UWE (blog), May 27, 2024. https://www.ipgce.com/challenges-faced-by-cambodias-education-system/.
  4. Ministry of Education, Youth, and Sport (MoEYS). Education Congress: The Education, Youth and Sport Performance in the Academic Year 2018-2019 and Goals for the Academic Year 2019-2020. MoEYS, 2020a.
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  7. Tao, Nary, and Sovansophal Kao. “Overview of Education in Cambodia.” In Springer International Handbooks of Education, 1–26, 2023. https://doi.org/10.1007/978-981-16-8136-3_43-1.
  8. United Nations Children’s Fund (UNICEF). UNICEF in Cambodia Country Programme 2019-2023. RGC, 2019. https://www.unicef.org/cambodia/media/2361/file/CountryProgramme_OVERVIEW_25x25_2019_Final.pdf.
  9. United Nations Development Programme (UNDP). “Goal 4: Quality Education.” RGC, 2020. https://www.kh.undp.org/content/cambodia/en/home/sustainable-development-goals/goal-4-quality-education.html#target.