Labour Market for Teachers: Demographic Characteristics and Allocative Mechanisms

Barbieri, Gianna; Cipollone, Piero; Sestito, Paolo

doi:10.2139/ssrn.1160158

Cited by 101 publications

(24 citation statements)

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“…The effect of social segregation on performance can be explained by a number of interrelated factors: peer and neighbourhoods effects, as well as teachers' self-selection into better schools Leonardi, 2007;Barbieri et al, 2007). Social clustering in schools occurs through the selection of type of upper-secondary school (theoretically-based in a liceo or vocational-based in an istituto tecnico or an istituto professionale).…”

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“…In fact it is quite likely that the direction of causality is twofold: VET schools have to educate pupils with lower skills but, at the same time, VET schools offer a less good education because better teachers are not attracted to such schools (Barbieri et al, 2007) and possibly because the depth of curricula is not as satisfactory as in the academic upper-secondary schools. Overall, since it is very difficult to disentangle these two directions of causality, policy makers should be aware that VET schools are probably attracting students with learning difficulties, but not providing them with enough tools to overcome those difficulties.…”

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“…The average age of Italian teachers is above the OECD average, and there are more women (OECD 2008a, see also Barbieri et al, 2007). These two features have no clear implications on the average quality of Italian teaching: an older workforce is more experienced, but may also be less qualified and less able to satisfy the needs of new generations.…”

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“…However, it is likely that, as for the population as a whole, Italian teachers lag behind in terms of human capital. According to Barbieri et al (2007) 41% of teachers have no more than an upper-secondary education; low educational attainment among teachers is more prevalent in the South than in the North. Only 27% of primary school teachers have more than an upper-secondary diploma; this reflects different formal access requirement to the teaching profession for different grades taught but does not necessarily result in lower teaching quality.…”

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Towards better Schools and more Equal Opportunities for Learning in Italy

Boarini

2009

OECD Economics Department Working Papers

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Compulsory school education in Italy produces poor results in terms of 15-year olds' performance on PISA tests, compared with other OECD countries, despite a relatively high level of expenditure. While the influence of social background is smaller than in many OECD countries, it is largely transmitted through a kind of self-segregation resulting from family choices among the different types of upper secondary school. Large differences in pupils' performance between regions cannot be explained by the quantity of resources available; separating the influence of socio-economic conditions from school efficiency is difficult and must be treated carefully in plans for extending fiscal federalism. The Italian government is rightly concerned to get better value for money and this chapter argues that policies to improve the information available to schools and teachers on the results they are achieving, while giving them appropriate incentives, responsibility and power to respond to such information, are necessary accompaniments to expenditure-saving policies. An improved focus on good quality training, both for new recruits and experienced teachers, and recruitment procedures themselves, should also pay dividends on efficiency. This Working Paper relates to the 2009 Economic Survey of Italy. (www.oecd.org/eco/surveys/Italy)JEL classification :I21; I28 Key words : education; school outcomes; Italy; PISA data; fiscal federalism ***************************************************** Améliorer l'école et l'égalité d'accès à l'éducation en ItaliePar rapport aux autres pays de l'OCDE, les résultats des tests PISA des élèves italiens de 15 ans sont médiocres, et ce, malgré des dépenses d'éducation relativement élevées. Si l'incidence du milieu social est moindre que dans de nombreux autres pays membres, elle passe essentiellement par une sorte d'autodiscrimination résultant du choix des familles entre les différents types d'établissements secondaires du deuxième cycle. L'importance des écarts de résultats scolaires entre les régions ne peut s'expliquer par le volume des ressources disponibles. Il est difficile de faire la distinction entre l'impact des conditions socioéconomiques et l'efficience des établissements, et cela doit être étudié avec soin dans le cadre des projets d'extension du fédéralisme fiscal. Le gouvernement italien souhaite, à juste titre, optimiser les dépenses publiques et le présent chapitre défend l'idée selon laquelle des mesures visant à améliorer les informations à disposition des établissements scolaires et des enseignants concernant leurs résultats -tout en leur apportant les incitations, les responsabilités et les pouvoirs nécessaires pour agir en fonction de ces résultats -doivent accompagner les mesures d'économies budgétaires. Une attention plus grande accordée à une formation de qualité pour les enseignants, qu'il s'agisse des nouvelles recrues comme des enseignants chevronnés, ainsi qu'aux procédures de recrutement elles-mêmes, devrait également favoriser l'efficience.Ce document de travail se r...

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Towards better Schools and more Equal Opportunities for Learning in Italy

Boarini

2009

OECD Economics Department Working Papers

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“…Also at the middle school level, contract teachers move between schools on a yearly or even monthly basis, while permanent staff may request relocation at any time as a self-selection process. The student flow between schools and classes is also a dysfunctional trend that further intensifies the high instability at the school level produced by teachers turnover (Barbieri, Cipollone and Sestito, 2007). The presence of transition points represents another enduring trait of a selective path: a first transition from the elementary to the lower secondary, and from this latter to higher secondary.…”

Section: The Disarticulation Of a Welfarist Institutionmentioning

confidence: 99%

The Italian middle school in a deregulation era: modernity through path-dependency and global models

Mincu

2015

Comparative Education

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Torino, Italy Via Gaudenzio Ferrari 9/11, Torino, 10124, Italy Tel.+39.0116703164; monica.mincu@unito.it At a time of intensified moves towards deregulation, the configuration of the Italian middle school and its relationship to education governance is of a peculiar type. Historically, it represents a unique example of the successful 'decision making' of the welfarist era. Though with some internal constraints, at the end of the '70s, it proved to be a progressive step forward in the context of schooling of that time. At present, the internal institutional processes and path dependencies contributed to render its comprehensiveness rather formal and weak. I will argue that partial deregulation is a major source of inequalities at the middle school level, engendered by both new and old mechanisms. Thus, partial deregulation further intensifies path-dependencies such as selective and academic patterns in education. In this sense, this analysis will show how global deregulation trends meet local and enduring path-dependencies.

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Who Gets the Best Teachers?

Resnik

2014

Mobile Teachers, Teacher Identity and International Schooling

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Labour Market for Teachers: Demographic Characteristics and Allocative Mechanisms

Cited by 101 publications

References 103 publications

Towards better Schools and more Equal Opportunities for Learning in Italy

Towards better Schools and more Equal Opportunities for Learning in Italy

The Italian middle school in a deregulation era: modernity through path-dependency and global models

Who Gets the Best Teachers?

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