India ranks a number of the world’s top 10 countries with regards to valuing its teaching workforce, according to a new 35-country global survey-based outline.
‘Reading Between The Lines: What The World Actually Thinks of Teachers’, released by the UK-based Varkey Foundation final week, found that India was once sixth with regards to people’s implicit, unconscious and automatic views on the status of teachers in the country. The Implicit Teacher Status analysis, which finds China, Ghana, Singapore, Canada and Malaysia ahead of India, ranks countries by respondents’ automatic impressions of teachers when asked to denote as quickly as imaginable if, as an example, they think teachers are trusted or untrusted, inspiring or uninspiring, caring or uncaring, clever or unintelligent, among other word associations. “This outline proves that respecting teachers isn’t only a very powerful moral duty – it’s fundamental for a country’s educational outcomes,” said Sunny Varkey, Founder of the Varkey Foundation and the Global Teacher Prize.
“Since the coronavirus pandemic first emerged, we have seen 1.5 billion learners across the world impacted by school and university closures. In these unprecedented times, now more than ever it is vital to do all we will to verify young people all over the world have access to a good teacher,” he said.
The outline, which builds on the data gathered by the Global Teacher Status Index (GTSI) 2018 – a 35-country survey conducted from 1,000 representative respondents in every of the countries – confirms the link between teacher status and pupil attainment. The new outline seeks to provide an explanation for for the first time why “Implicit Teacher Status” varies between countries. It finds that teachers normally enjoy higher status in richer countries, and in countries which allot a greater fraction of public funds to education. For example, India’s expenditure on education as a percentage of government spending is 14 per cent. In Italy, which ranks 24th for Implicit Teacher Status, by comparison, it’s only 8.1 per cent, whereas in Ghana, which ranks second, it is 22.1 per cent.
The outline coincides with the announcement of the finalists for the 2020 Global Teacher Prize, which includes Ranjitsinh Disale – a teacher from a village in Maharashtra who is in the running for the USD 1-million annual prize, to be unveiled later this year.
“We created the Global Teacher Prize, which shines a light on the bizarre work that teachers do world wide, to inspire people to speak about the great work of teachers. We have seen teachers go above and beyond to retain young people learning everywhere the world amid the Covid pandemic,” added Varkey.
As a part of the new outline’s analysis, Professor Peter Dolton of the University of Sussex and Doctor Robert De Vries of the University of Kent reassessed the GTSI data to find a remarkably strong positive correlation between Implicit Teacher Status and the Organisation for Economic Cooperation and Development’s Programme for International Student Assessment (PISA) results. PISA scores are significantly higher in countries where people implicitly view teachers more positively.