Furthermore, there is a problem with the number of teachers with insufficient subject skills: of the almost 500 teachers selected for the audit who teach natural and exact science subjects in primary schools, more than a quarter did not have the necessary preparation to teach them subjects.
The National Audit Office notes that the Ministry of Education and Research is exceeding its objectives in terms of teacher succession. Although according to the action plan developed to ensure teacher succession, in 2026 the percentage of teachers meeting qualification requirements in general education schools should be 90%, achieving this goal is unlikely. If in 2014, according to Haridussilma, 90.2% of teachers met the qualification requirements, in 2022 their share dropped to 81.2%. If, from 1 August this year, knowledge of the Estonian language is added to the qualification requirements, the goal will move even further.
“During the audit it became clear that there is no correct data on the qualification requirements of teachers. In the ECA sample, around one in four natural and exact science teachers did not meet the qualification requirements,” said Rauno Vinni, responsible for the audit of the Court of Auditors.
While data from the Estonian Education Information System (EHIS) showed that 82% of the 486 natural science and primary school science teachers selected for the audit met the qualification requirements, the audit revealed that in in reality the percentage of teachers who met the qualification requirements was lower (76%). There are two main reasons for the problem: School leaders make mistakes in assessing qualification requirements because there is too much room for interpretation when assessing compliance, and data is entered incorrectly into the EHIS.
The level of general education is deteriorating
The National Audit Office highlights that the shortage of adequately trained teachers worsens the standard of general education. Analysis by the National Audit Office found that, in conditions of teacher shortages, natural and exact science lessons are often taught by teachers of other subjects or classes working in the school and by so-called career changers. A teacher may formally meet the qualification requirements – he or she may have both the required master’s degree and the teaching profession – but at the same time may not have professional training in the specific subject taught. However, for example, teaching chemistry, physics or mathematics at a good level requires, in addition to mastery of the subject, knowledge of the teaching of the subject, i.e. the practice and theory of teaching the subject. Both school principals, administrators and the Ministry of Education and Research have paid little attention to developing teachers’ disciplinary skills.
“Teachers often teach multiple subjects, but in the ECA sample only 34% of teachers had the necessary preparation in all natural and exact science subjects they teach,” says audit manager Rauno Vinni. “This is too little. Furthermore, 27% of the teachers observed did not have the necessary preparation to teach the subjects at all. It is still too much.”
The National Audit Office recommends that the Ministry of Education and Research put more effort into organizing data on teacher qualifications in the EHIS. The assessment of qualification requirements should be better explained to school leaders. Correct and relevant data on teachers’ compliance with qualification requirements is needed to notice changes in teaching staff; to understand what needs to be done to ensure the quality of education and how much money and people are needed for this.
The National Audit Office recommends that the Ministry of Education and Research more actively support both the development of teachers’ disciplinary skills and compliance with qualification requirements. Teachers need more systematic support than before to meet qualification requirements and improve subject skills, because teachers’ level of knowledge and skills directly affects the quality of education. It is necessary to proceed decisively in the implementation of the action plan for the succession of teachers as well as in taking other educational policy decisions, for example regarding the organization of the school network, which could save resources and create the prerequisites for offering competent skills. teachers better working conditions: higher salaries and a reasonable workload in their profession.
What was assessed?
During the audit, the National Audit Office assessed the third grade of municipal schools, i.e. grades 7-9. compliance with the qualification requirements of teachers of science, physics, chemistry, geography, biology and mathematics (i.e. natural and exact sciences or LTT subjects), since the status of teachers of this field in schools is particularly critical.
The qualification requirements for a primary school and gymnasium teacher are a master’s degree (higher education for an optional teacher) or a corresponding qualification, a teaching profession and knowledge of the Estonian language. Estonian language skills were not analyzed in the audit, because this requirement will come into force on 1 August 2024. When assessing compliance with the qualification requirements of teachers who worked in a school before 1 September 2013, a teacher can be considered to meet the qualification requirements even if he has acquired special pedagogical secondary or higher education or higher education in the subject he teaches and pedagogical skills.
The audit sample consisted of 486 natural science and third-grade primary school science teachers from municipal schools with up to 250 students. The National Audit Office sample represented 20% of all 2022/2023. of teachers who taught LTT subjects in the third grade of Estonian municipal schools during the school year.
Secondly, the National Audit Office examined the disciplinary competences of natural and exact science teachers. Disciplinary competence does not have a specific definition. In general, disciplinary competence is knowledge of the content of a subject (major, disciplinary area) and the theory and practice of its teaching (subject teaching). Defined in this way broadly, subject competence encompasses all teacher competences described in the Teacher Professional Standard. The National Audit Office relied on diplomas and certificates of advanced and continuing education when assessing competence in a subject. They show teacher training, i.e. preparation for teaching the subject. Independent self-improvement and the development of relevant skills (e.g. through work experience, tutoring, cooperation, etc.) were not analyzed.
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2024-01-26 07:43:29
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