RP primary school pedagogues most aware of their lofty social status among countries surveyed

MANILA, Philippines—Primary school teachers in the Philippines work the longest hours in what could be the most crowded classrooms in the world.

But among the countries surveyed, Philippine primary school teachers—some 80% work in public schools—have the best perception that their social status is higher than other persons with similar levels of education.

And next to India and Sri Lanka, the Philippines has the highest proportion of primary school teachers who say that their professional status is high.

These are among the findings of the latest World Education Indicators Survey of Primary Schools conducted by the Paris-based United Nations Educational, Scientific and Cultural Organization (UNESCO).

In an effort to find out what makes primary education tick, UNESCO entered the classrooms of 11 diverse countries, namely Argentina, Brazil, Chile, India, Malaysia, Paraguay, Peru, the Philippines, Sri Lanka, Tunisia, and and Uruguay.
The work longest

The Philippines is on par with Chile in the number of hours worked by primary school teachers in and around the classroom (41 hours).

Such hours are devoted to teaching, preparing lessons, marking homework, and tutoring.

The Philippines also offers primary school pupils the most instructional time—between 1,080 to 1,640 hours—among the countries surveyed.

It also has the biggest primary school class size at an average of 43 pupils per classroom, but classes are even bigger in the cities.

The Philippines also has the greatest number of school principals who say that “school needs complete rebuilding” or “some classrooms need major repairs.”

About 70% of primary school principals are women and about 95% of teachers in these schools are women, too.

Argentina, Peru, and Paraguay have the smallest class sizes at an average of 26 pupils.
Under-investment

Educational expenditure per primary school pupil is highest in Chile at $2,120, followed by Argentina, Malaysia, Brazil, and Uruguay.

In contrast, expenditure per primary school pupil is less than $700 in India, Paraguay, Peru, and the Philippines.

Some 95% of the more than 13 million Philippine school children are enrolled in public primary schools.

Overall, Tunisia and Chile invest the largest proportion of their national wealth in education: 7.3% and 6.4% of gross domestic product (GDP), respectively.

Investing the least of their national wealth in education—less than 3% of GDP—are Peru, Uruguay, and the Philippines.

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