Tomorrow morning the Education Policy Institute (EPI) will
launch the OECD's third Teacher and Learning
International Survey (TALIS) - the largest
international survey of teachers involving more than 250,000
teachers and school leaders from 48 countries and economies.
The results provide international trend indicators and
timely analysis on themes including: school leadership; teachers’
professional practices; teacher education; feedback; development;
diversity; school climate; and job satisfaction.
Commenting on the OECD TALIS report, James Zuccollo,
Director for School Workforce at the Education Policy Institute
(EPI) said:
"Today’s stark findings provide further evidence of a teaching
workforce under strain.
"In spite of the government’s efforts over the last few years,
there has been no reduction in teachers’ workload, with the
working hours of teachers in secondary schools now standing at
almost 50 per week. This marks England out as having one of the
highest levels of teacher workload out of all OECD nations..
"An increasing number of teachers also indicate that their
working hours are becoming unsustainable, with 57% of secondary
school teachers reporting that their workload is unmanageable.
This has serious implications for retention, at a time when too
many teachers are quitting the profession early on in their
careers, and the number of pupils in secondary schools is growing
fast.
"The Department for Education’s recently published recruitment
and retention strategy has received strong support from the
profession, and contains a number of promising measures. The
government will be hoping that it is able to turn the tide
quickly, and improve on the current outlook".
Natalie Perera, Executive Director of the Education
Policy Institute (EPI), said:
“Ensuring that all teachers receive high quality training to
support their work in the classroom should form an essential part
of England’s aspirations of becoming a leading education
nation.
"Today’s report shows that having access to effective
professional development can also improve job satisfaction and
retention.
"But while the overwhelming majority of teachers are able to
access training and support, a high proportion of teachers
indicate that they’re not receiving adequate training to support
the learning of some vulnerable pupils, such as those with
special educational needs.
"The government should ensure that sufficient resources are in
place to provide specialist training and support for the teaching
profession, so that these pupils are able to thrive.”
Tomorrow's report launch
The OECD TALIS launch will take place from 9.30 BST
on Wednesday 19th June at the Challenge Suite, etc.
Venues, Garfield House, 86 Edgware Road, London W2
2EA
An agenda can be found here: https://epi.org.uk/wp-content/uploads/2019/06/TALIS-Launch-Agenda_with-photos.pdf
OECD Director of Education, Andreas
Schleicher, will present the results from all 48
countries, highlighting the UK’s findings.
A panel discussion will follow the presentation, and Andreas
Schleicher will be joined by Michael
Davidson (Head of Research at United Learning and
former Head of TALIS); Prof. Daniel
Muijs (Head of Research at Ofsted and part of the
TALIS 2018 Questionnaire Expert Group); Lucy
Kellaway (Co-founder of Now Teach and Teacher at
Mossbourne Community Academy) and Heather
McNaughton (Director of Teaching Workforce,
Department for Education), to discuss the significance of
these findings for the UK.
The panel will be chaired by EPI Director of School
Workforce, James Zuccollo and we will
also hear from EPI Executive Director, Natalie
Perera.
Following the UK panel, the audience is invited to stay
for a global
debate facilitated by Education Fast Forward and
Microsoft.
