«Մեդիան հանուն կրթության» ՀԿ–ն հետևում է էթիկական լրագրության կանոններին։
Բողոքների դեպքում դիմել
Դիտորդ մարմին։
Photo: OECD website
On average across he Organisation for Economic Co-operation and Development (OECD) countries, 9.1% of teachers in primary and secondary education are not fully qualified. In Chile, Denmark, Estonia and Germany, the share exceeds 18%. Between 2017/18 and 2024/25, the share of non-fully qualified teachers increased in around two-thirds of countries with available trend data, although the increase was often moderate. This is stated in the OECD Education at a Glance report published by ton September 29.
According to the report, reliance on non-fully qualified teachers tends to be greater in secondary than in primary education. The report’s authors emphasise that this is likely related to greater recruitment difficulties arising from subject-specialisation requirements.
Among the 16 countries with available data, 11 reported shortages of mathematics and natural sciences teachers at secondary level.
The report also addresses teachers who enter the profession as a second career. It notes that these are professionals with at least 10 years of work experience outside education before entering teaching, who play an important role in addressing teacher shortages in some countries. On average across OECD countries, they account for 8% of lower secondary teachers. Their share exceeds 16% in Australia, Bulgaria, Iceland, the Netherlands, New Zealand and the United States, while it is below 1% in Korea, Japan, Saudi Arabia and Türkiye.
Particularly high shares of non-fully qualified teachers have been recorded in some regions, including 40.2% in Chañaral, Chile, 20.2% in the Brussels region of Belgium’s Flemish Community, and 18.1% in the Jerusalem District of Israel.
Consequences of Teacher Shortages
The report notes that teacher absenteeism during the school year and difficulties replacing absent teachers can also place significant pressure on staffing and disrupt continuity of instruction. It cites information reported by school principals in PISA 2022, according to which 27% of students across OECD countries attended schools where teacher absenteeism hindered learning “to some extent” or “a lot”. In the 2024/25 school year, more than 8% of fully qualified teachers in Austria, Korea and Ireland were temporarily absent for more than two months, while the share was below 2% in Estonia, the Flemish Community of Belgium and the Slovak Republic.
