ICEQC-R-2013-11 — Regional Education Capacity under Large-Scale Refugee Inflows

Large-scale refugee inflows change the education planning population faster than ordinary school censuses, staffing establishments and budgets can adjust. The regional policy question is how receiving authorities can expand places, teachers, instructional time, language and curriculum support, records and recognised progression while protecting the quality of education for host-community and refugee learners. Registration is one necessary step; it is not proof that the system has the capacity to provide sustained learning.

The scale of Syrian displacement had become a regional systems concern by the cut-off. UNHCR announced on 3 September 2013 that the number of Syrian refugees had passed two million and that more than 97 per cent were hosted in countries in the immediate surrounding region. The figure was a dated registration and pending-registration threshold under UNHCR's reporting, not an education denominator. It demonstrates the pace and concentration of movement and the need for host-system planning.[REF-25]

Education capacity comprises more than school buildings. It includes lawful admission, teachers by grade and subject, current school leadership, curriculum and language provision, instructional time, assessment, accessible materials, learner records, protection and recurring finance. Each component can constrain the others. A second shift without additional teachers may extend workload; rapid hiring without supervision may weaken instruction; an available class without recognised progression may create a temporary route with no durable consequence.

National law and authorised education rules determine admission, curriculum, teacher employment, assessment and certification. International refugee and child-rights instruments provide the protection and public-interest frame but do not create a single school system for the region. The responsible authority should publish which public institutions decide admission, allocate places, finance provision, recognise study and correct records.[REF-12] [REF-22]

Refugees, asylum-seekers, other non-nationals, returnees and internally displaced persons may fall under different legal arrangements. Similar educational barriers do not make status categories interchangeable. Schools need sufficient direction to admit and teach without requiring classroom staff to decide protection status beyond their competence.

Temporary flexibility should have an authorised basis, scope and review. Extending registration dates, accepting alternative records, opening additional shifts or using temporary learning sites can protect access. These measures should not silently become a separate, lower-quality system. The authority should state how learners move into ordinary, recognised provision and how temporary records will be used.

The planning population should combine official population-of-concern information with education-specific observations. For each locality, authorities need school-age population by age and sex where available, current enrolment and attendance, out-of-school estimates, prior grade or programme, language, disability-related access needs and likely movement. No single registration source will contain every field or every eligible learner.

UNHCR's *Global Trends 2012*, released in 2013, provides a globally reconciled annual displacement account for the end of 2012. It cannot quantify movement throughout 2013 and should not replace current operational counts. Annual stock and rapid current estimates should be reported beside one another with their reference dates.[REF-28]

Origin-school enrolment may persist after departure, and receiving learners may appear in more than one service list. Deduplication should be controlled and reversible. A possible match is not a reason to remove a learner automatically. Coverage gaps, pending registration and inaccessible populations remain visible.

Scenario planning is preferable to one forecast. Low, central and high scenarios can vary arrivals, onward movement, return, age distribution and enrolment take-up. Each scenario should translate pupils into classes, teachers, shifts, materials and recurrent cost. The decision record should identify the observation that would trigger movement from one scenario to another.

An available place is a seat in authorised provision with a feasible timetable, teacher and learning route. Classroom counts alone overstate capacity where facilities lack water, sanitation, accessibility, safe travel or usable hours. Rehabilitation and temporary spaces should be assessed against the service they can sustain, not the number opened.

Double shifts can expand places rapidly. They can also shorten lessons, reduce teacher planning, extend the working day, increase transport or safety barriers and complicate school leadership. Authorities should report scheduled and delivered hours for each shift, teacher assignment, class size, attendance and access to laboratories, libraries or extracurricular support.

The revised 2013 Syria Regional Response Plan included education priorities concerning formal enrolment, alternative learning, after-school support, additional shifts, teacher preparation, facilities and information coordination across host countries. Its targets are planning values for the stated period and appeal, not verified regional outcomes.[REF-24]

Rapid enrolment changes teacher demand by location, level, subject and language. National teacher headcount does not reveal whether a receiving municipality has sufficient teachers or whether new assignments match the curriculum. The capacity account should distinguish authorised posts, funded posts, people appointed, teachers reporting, full-time-equivalent service and delivered instructional time.

Options include redeployment, overtime within lawful and sustainable limits, recruitment of additional teachers, use of qualified displaced teachers where permitted, classroom assistants and specialist language support. Each option requires authority, qualification evidence, preparation, supervision, pay and review. Shortage does not justify placing personnel in roles for which essential evidence is absent; documentary disruption should not create automatic exclusion where lawful alternative assessment is available.

Teacher workload is a balancing measure. The same teacher covering two full shifts may appear to double capacity while fatigue and lost preparation reduce both. The authority should publish contracted and actual contact time, class load, planning support and absence. Predictable remuneration and professional support are retention conditions.

Receiving systems retain responsibility for the authorised curriculum. Refugee learners may encounter a different sequence, school calendar, examination structure or language of instruction. Placement should use prior history, available records, learner work, diagnostic evidence and observation. Age or one test alone is insufficient, especially where language affects performance.

Language support is a condition of usable teaching, not a preliminary gate that leaves learners outside subject classes indefinitely. Bridging and induction should have stated outcomes, hours and a route into ordinary provision. Subject teachers need materials and guidance to make disciplinary language accessible while preserving curriculum meaning.

Curriculum difference should be mapped rather than described generally. Authorities should identify essential gaps for progression, subjects that can be recognised, and additional teaching required. Temporary programmes should keep records compatible with the public system and avoid certificates whose status is unclear.

The regional inflow affected Lebanon, Jordan, Turkey, Iraq and Egypt under different institutional, demographic, fiscal and linguistic conditions. A regional aggregate is necessary for coordination but cannot establish country capacity. Each country profile should retain national admission rules, school structure, teacher labour arrangements, curriculum language, geographic concentration and existing pressure on public services.

UNHCR and ministers from Iraq, Jordan, Lebanon and Turkey stated on 4 September 2013 that the pressure extended across education, health, water, electricity, municipalities and other services and sought expanded international support. The statement evidences shared regional concern; national costs and education requirements remain subject to their stated definitions.[REF-27]

Subnational concentration is decisive. A country-level ratio may appear manageable while particular municipalities or districts absorb enrolment far beyond their established capacity. Allocation should follow current local pressure and protect underserved host communities, not divide support only by national refugee totals.

Capacity finance should separate capital works, temporary facilities, teaching and non-teaching personnel, language support, materials, transport, accessibility, assessment, information and administration. It should distinguish allocation, commitment, expenditure and learner-facing service. Appeal requirements are not expenditure and expenditure is not proof of learning.

The European Commission and High Representative's June 2013 joint communication described the Syrian crisis as a regional humanitarian and stability concern and proposed increased support for neighbouring hosting communities. It is an official European Union policy position at that date, not an education cost assessment.[REF-26]

Short humanitarian grants can create places that need public financing beyond the grant period. Agreements should identify who carries recurrent cost, who holds learner records and what happens if funds decline. A temporary teacher contract or second shift should not be promised for a full school year without a credible financing path or an explicit contingency.

Aid alignment should preserve authorised national responsibility while allowing urgent support. Parallel procurement, staffing or records may be necessary in exceptional conditions but require a handover and compatibility plan. Coordination is effective when it changes learner access and quality, not only when meetings occur.

Host-community learners can experience larger classes, shorter shifts, reduced materials or delayed maintenance as systems absorb new enrolment. A refugee-only intervention may create visible differences in support within one school. Equity review should compare the service received by both populations under compatible definitions and identify whether additional resources increase total capacity.

Equal treatment does not always mean identical support. Newly arrived learners may need language, bridging, record reconstruction or psychosocial referral. Host-community schools may need extra teachers, facilities and leadership capacity because of the shared pressure. Reasons for differentiated measures should be public and connected to educational need.

Schools also need support for participation and conflict prevention. Classroom routines, family communication and concern routes should prevent nationality or status from becoming a basis for exclusion. Evidence of tension should lead to local enquiry and action without treating communities as inherently hostile.

A durable response follows learners across admission, attendance, teaching, assessment, completion and transfer. Minimum records identify the learner, programme, dates, language, subjects, attendance, assessment, decision status and issuing body. Reconstructed or provisional fields retain their source and uncertainty.

Assessment accommodation should enable evidence of the intended learning without removing an essential construct. A language barrier can distort a subject test; alternative evidence or adapted directions may be appropriate where language is not the outcome. High-consequence certification requires stronger assurance than provisional placement.

Recognition should be planned from the start. A temporary provider should not issue documents implying authority it lacks. Receiving and origin arrangements, where feasible and safe, should clarify curriculum comparison, examination access, credit and correction. The learner should receive a usable statement rather than depend entirely on later institutional contact.

The public profile should report planning population, places offered, enrolment, attendance, delivered instructional time, teachers and full-time equivalents, class and shift organisation, language and bridging support, completion, progression and unresolved learners. Inputs and activities are separated from outcomes.

Coverage belongs beside every figure. A rising enrolment count may reflect new access or improved registration. A falling attendance rate may reflect new arrivals, safety, work, cost or weak provision. Cause requires local evidence. Revisions should preserve the earlier value, date and reason.

Regional comparison should use common minimum fields while retaining national definitions. The purpose is to locate capacity pressure and support allocation, not rank host countries. Country variation in law, curriculum and data means that some measures should be presented side by side rather than aggregated.

This synthesis uses evidence available by 7 November 2013, including the revised regional response plan, UNHCR's annual displacement report, the June European Union joint communication and September UNHCR statements on the two-million threshold and host-country support.[REF-24] [REF-25] [REF-26] [REF-27] [REF-28]

The matrix-linked UNHCR release *Decline in Education for Syrian Children “Worst and Fastest in Region's History”* was published on 13 December 2013, together with the later *Education Interrupted* account. Both fall after the cut-off and are rejected. No figure, wording or conclusion from those publications is used here.

Later 2013 year-end counts, later revised appeals and reports published in 2014 are likewise excluded. The synthesis does not anticipate their findings. Its conclusion is bounded to the condition evident by 7 November: large and concentrated inflows had become a regional public-service capacity challenge requiring additional places, teachers, time, finance, language support, records and recognised progression for refugee and host-community learners.

system, original, community, service require ### 13. The three conditions under examination to distinguish authority, delivery, distribution and remedy. **Loss** is a reduction in the teachers available to the education authority or to a defined school population: death, injury, abduction, flight, retirement, resignation, dismissal, transfer out or prolonged incapacity can all produce loss, yet each has a different evidentiary basis and policy implication. **Absence** concerns a teacher who remains attached to a post or school but is not available during a scheduled period. **Deployment** concerns the placement and reassignment of teachers across schools, temporary learning spaces, levels, subjects and population groups. A displaced teacher may be lost to the school of origin but available in a receiving locality; a teacher transferred for security may be present in the system while the original community loses its service.

measurement, substitute, measured, numerator require ### 13. The three conditions under examination to distinguish authority, delivery, distribution and remedy. The 2011 Education for All Global Monitoring Report placed 28 million primary-school-age children out of school in conflict-affected poor countries and described targeted attacks, forced displacement, sexual violence and chronic insecurity as barriers to education. Its evidence establishes the scale of exposure; it does not supply a uniform teacher-loss rate for every conflict. This study therefore uses conflict status as a reason for differentiated measurement, not as a substitute for a measured numerator.[REF-19]

replacement, teacher, confirmed, contact require ### 13. The three conditions under examination to distinguish authority, delivery, distribution and remedy. A teacher not observed in a school may be on authorised leave, escorting pupils, attending an official meeting, unable to cross a security barrier, working in a temporary site, displaced, detained or unaccounted for. Unannounced observation can establish non-presence at a particular time and place. It cannot by itself assign motive, legality or responsibility. In a crisis-affected locality, any finding of absence requires a dated account of school opening, physical access, official duty, leave status, replacement and the teacher's last confirmed contact.

lawful, reassignment, unresolved, disappearance require ### 13. The three conditions under examination to distinguish authority, delivery, distribution and remedy. In stable administration, a current school code and assignment date may suffice. During displacement, the authority may have to link a teacher to an origin school, a present duty station, one or more temporary sites and a population served. Receiving schools may experience sudden enrolment growth while their establishments remain based on an earlier census. Origin schools may remain on the register although pupils and staff have dispersed. A single location field cannot represent these conditions without destroying the distinction between lawful reassignment and unresolved disappearance.

periods, against, distribution, judged require ### 14. Observation population, area and period to distinguish authority, delivery, distribution and remedy. The relevant population may be all teachers employed by a ministry, teachers expected at schools that were officially open, teachers assigned to a conflict-affected district, or teachers serving displaced and host-community learners. These populations will yield different results. The denominator for an absence rate cannot include teachers whose schools were formally closed unless the measure explicitly concerns system-wide availability. The denominator for teacher loss must identify whether transfers within the system are exits or changes of location. The denominator for deployment must identify the pupils, classes or curriculum periods against which distribution is judged.

payroll, classroom, observation, completed require ### 14. Observation population, area and period to distinguish authority, delivery, distribution and remedy. Armed conflict rarely affects every part of a country equally or continuously. A district may contain secure, intermittently accessible and inaccessible schools. A national label conceals this variation, while a permanent school classification may fail to record rapid change. The minimum record attaches a security-access status to the school and reference period, identifies the authority making the classification, and preserves later revisions. It does not ask school personnel to make military judgements; it records the administrative fact relevant to whether a school census, payroll visit or classroom observation could be completed.

rather, bridged, assumed, continuation require ### 14. Observation population, area and period to distinguish authority, delivery, distribution and remedy. Point-in-time teacher presence can show an immediate service gap but is vulnerable to day-specific events. Monthly payroll status can conceal days without instruction. Annual headcount may miss repeated displacement and return. The appropriate publication therefore presents more than one temporal view: current stock; entrants and exits during a stated interval; days or periods expected; days or periods observed; and the duration of unresolved vacancies or absence. Where administrative interruption creates an incomplete series, the gap is disclosed rather than bridged by an assumed continuation.

status, subsequent, amendment, history require ### 15. A cause-specific loss register to distinguish authority, delivery, distribution and remedy. Death and permanent incapacity reduce the available workforce and may create family entitlements. Abduction, detention and disappearance require a protected status pending verified information. Flight across a district or national boundary may remove service from one population while preserving the teacher's capacity to serve another. Resignation may reflect insecurity, interrupted pay, family separation, housing loss or an ordinary career decision. Transfer out may be a protective measure rather than attrition. Each category requires an event date, source, confirmation status and subsequent amendment history.

disclosing, circumstances, expose, individuals require ### 15. A cause-specific loss register to distinguish authority, delivery, distribution and remedy. Inaccessible communications, destroyed records and population movement can make immediate confirmation impossible. Classifying every unconfirmed person as an exit overstates loss; retaining every person indefinitely as active overstates available staffing. The defensible response is a separate unconfirmed status accompanied by the date of last verified service, the attempts permitted to establish contact, and the treatment of the post for temporary staffing purposes. Public aggregates may show the count and age of unresolved cases without disclosing names or circumstances that could expose individuals.

merely, because, register, rebuilt require ### 15. A cause-specific loss register to distinguish authority, delivery, distribution and remedy. A teacher who resumes duty after displacement, injury or interruption should not appear simultaneously as a new entrant and as a continuing employee. Return records connect the prior status, any changed school or function, the date of resumption and the workload actually accepted. Reconciliation across the opening stock, confirmed losses, temporary interruptions, returns and closing stock prevents the crisis from appearing to create implausible recruitment or disappearance merely because the register was rebuilt.

converted, judgement, individual, conduct require ### 16. Absence where access is unstable to distinguish authority, delivery, distribution and remedy. An observer who cannot reach a site has not observed every teacher absent. A school closed by competent authority has no scheduled classroom presence for that interval, though teachers may have other assigned duties. A school operating irregularly requires a calendar that records the periods actually announced to the community. These distinctions preserve the denominator and prevent insecurity from being converted into a judgement about individual conduct.

treated, equivalent, direct, observation require ### 16. Absence where access is unstable to distinguish authority, delivery, distribution and remedy. Sampling must account for remoteness, school size, level, management type and security-access status. Substitution of an easier school for an inaccessible sampled school introduces selection bias precisely where interruption may be greatest. If a visit cannot be completed, the result remains a non-observation and the coverage rate is published. Telephone or administrative confirmation may provide supplementary evidence, but it is not silently treated as equivalent to direct observation.

register, material, published, series require ### 16. Absence where access is unstable to distinguish authority, delivery, distribution and remedy. The categories must remain sufficiently broad for public reporting and sufficiently exact for administrative response. An unexplained status means that available records did not establish a reason by the reporting date. It is not a finding of misconduct. A later verified reason must amend the register and, where material, the published series.

employment, status, teacher, concerned require ### 16. Absence where access is unstable to distinguish authority, delivery, distribution and remedy. An absent teacher may create no immediate lost lesson if a prepared replacement delivers the scheduled subject and period; conversely, nominal coverage may divide attention across classes and reduce delivered time. The availability account should therefore show teacher-periods expected, teacher-periods unavailable, periods covered by an appropriately assigned substitute, periods combined or shortened, and periods not delivered. This moves the analysis from personal attendance to educational service without obscuring the employment status of the teacher concerned.

current, population, requiring, teachers require ### 17. Deployment under displacement to distinguish authority, delivery, distribution and remedy. UNHCR reported 43. 7 million people displaced worldwide at the end of 2010, including 15. 4 million refugees and 27. 5 million conflict-related internally displaced persons; the publication explicitly excluded displacement arising during 2011. These are population-of-concern statistics, not school-enrolment counts. Their role in workforce planning is to show why origin-based administrative records cannot be assumed to describe the current population requiring teachers.[REF-20]

require, separate, deployment, fields require ### 17. Deployment under displacement to distinguish authority, delivery, distribution and remedy. It then records existing teachers, displaced teachers who are willing and eligible to serve, temporary personnel, available teaching spaces, curriculum requirements and feasible hours. A crude pupils-per-teacher ratio can identify pressure, but it will not reveal a missing language, subject, female teacher, disability-support capability or secondary-level specialism. Those constraints require separate deployment fields.

interrupted, payment, itself, retention require ### 17. Deployment under displacement to distinguish authority, delivery, distribution and remedy. Some communities remain, some return, and some schools reopen before official population projections are restored. Moving every funded post to a receiving centre may deepen exclusion in the place of origin; freezing every post at its former location may leave teachers and pupils without recognised service elsewhere. A dated dual record permits temporary reassignment while preserving the establishment decision for later review. The authority should state whether salary follows the person, the post or the temporary duty order, since delayed or interrupted payment is itself a retention risk.

distance, organisation, staffing, requirement require ### 17. Deployment under displacement to distinguish authority, delivery, distribution and remedy. Emergency resources restricted to a displaced population can leave a receiving school with parallel personnel conditions, unequal pupil access or unsupported additional workload. The comparison should therefore report service for displaced and host-community learners under the same definitions, while retaining the legal and funding distinctions required by the responsible authorities. Equity is not established by equal numbers alone; language, prior learning, protection, school distance and class organisation shape the staffing requirement.

defined, population, verified, linkage require ### 18. Attacks, safety and professional status to distinguish authority, delivery, distribution and remedy. These grave violations affect education personnel and pupil access, but incident data and teacher workforce data serve different purposes. An incident count must not be converted into a teacher attrition rate without a defined population and verified linkage.[REF-21]

safety, indicate, reporting, coverage require ### 18. Attacks, safety and professional status to distinguish authority, delivery, distribution and remedy. It should avoid collecting operational details beyond its educational and protection mandate. Public reporting should aggregate where disclosure could identify a person, route or vulnerable site. The absence of a verified incident in an inaccessible area does not establish safety; it may indicate weak reporting coverage.

without, treating, teachers, interchangeable require ### 18. Attacks, safety and professional status to distinguish authority, delivery, distribution and remedy. Housing, transport, communication, school location, accompaniment rules and predictable payment can determine whether a post can be held. Women teachers may face distinct travel, harassment and family constraints, while their absence can reduce participation for girls in settings where families seek female staff. Disability and health conditions can likewise make a formally available placement unusable. Deployment review must therefore examine reasonable support and differentiated risk without treating teachers as interchangeable units.

itself, departure, weaken, reconciliation require ### 18. Attacks, safety and professional status to distinguish authority, delivery, distribution and remedy. Crisis does not remove the need for fair procedures. Protective transfer, temporary reassignment and accelerated recruitment should have a legal basis, a stated duration, review arrangements and an avenue for correction. Emergency need may require flexibility, but ambiguity about status, pay and duty location can itself drive departure and weaken later reconciliation.[REF-02]

movements, between, origin, receiving require ### 19. Recent disruption in the Middle East and North Africa to distinguish authority, delivery, distribution and remedy. The available international statistics did not yet provide a complete annual account of the resulting teacher workforce. This report therefore does not present a regional loss total or claim that one pattern applies across the region. It identifies the minimum observations needed while administrative conditions are changing: schools open and accessible; pupils attending by current location; teachers last confirmed and currently serving; temporary learning sites; interrupted payroll; subject and language gaps; and movements between origin and receiving areas.

source, separate, annual, global require ### 19. Recent disruption in the Middle East and North Africa to distinguish authority, delivery, distribution and remedy. UNHCR's Global Trends 2010 described the position at the end of 2010 and expressly did not cover displacement during 2011, including from Libya and Syria. It remains useful as the latest globally reconciled stock available before the cut-off, but it cannot quantify later events. Current operational counts may be more timely and less complete. They should be dated, labelled by source and kept separate from the annual global stock.[REF-20]

interpretation, component, counts, coverage require ### 19. Recent disruption in the Middle East and North Africa to distinguish authority, delivery, distribution and remedy. A regional mean can combine origin-area school closure, reception pressure and broadly stable systems. The same numerical change in teachers per pupil can mean teacher flight, pupil flight, newly enrolled displaced children, incomplete school reporting or ordinary demographic change. Interpretation must use the component counts and coverage notes.

temporary, provision, national, system require ### 20. Humanitarian assistance, public authority and continuity to distinguish authority, delivery, distribution and remedy. The resolution provides a public-law and policy basis for treating education as part of emergency response; it does not prescribe a common staffing formula. Education authorities remain responsible for defining recognised service, safeguarding professional status and connecting temporary provision to the national system.[REF-22]

supervision, duration, intended, transition require ### 20. Humanitarian assistance, public authority and continuity to distinguish authority, delivery, distribution and remedy. For teacher planning, its relevance is institutional: humanitarian finance is time-bound and directed to urgent needs, while recurrent salaries, establishments and long-term deployment ordinarily require a durable public arrangement. A temporary teaching post should therefore state the employer or contracting body, pay source, qualification rule, supervision, duration and intended transition.[REF-23]

exists, authority, responsible, continuation require ### 20. Humanitarian assistance, public authority and continuity to distinguish authority, delivery, distribution and remedy. A government aggregate may omit teachers financed outside the main payroll; a humanitarian count may include facilitators who do not meet the national definition of teacher; separate agencies may count the same person at different sites. A common minimum record can preserve each organisation's mandate while reconciling person, site, function, workload and period. The aim is not to force unlike personnel into one legal category. It is to establish what instructional service exists and which authority is responsible for its continuation.

reduction, classes, coverage, follow require ### 20. Humanitarian assistance, public authority and continuity to distinguish authority, delivery, distribution and remedy. An education response that expands enrolment without identifying the cost of the next school term risks reopening a service gap. Scenario records should separate one-off rehabilitation, temporary learning-space costs, training, teaching materials, transport and recurrent remuneration. They should identify which expenditure can be absorbed into the public budget, which requires continuing external support, and what reduction in hours, classes or coverage would follow if funds cease.

current, location, displaced, teachers require ### 21. Comparative indicator set to distinguish authority, delivery, distribution and remedy. Each requires an opening or eligible population, an observation interval and rules for transfers. Results should be disaggregated by sex, age or career stage where numbers and protection permit, by school level, location and security-access status, and by origin and current location for displaced teachers.

observations, weighting, uncertainty, substitution require ### 21. Comparative indicator set to distinguish authority, delivery, distribution and remedy. School closure is reported beside, not within, teacher absence. A sample estimate publishes its sampling frame, achieved observations, weighting, uncertainty and substitution rule.

destination, reporting, confirmation, occurs require ### 21. Comparative indicator set to distinguish authority, delivery, distribution and remedy. National totals are accompanied by ranges or distributional groups. An assignment recorded in the personnel register is not counted as service at the destination until reporting or other valid confirmation occurs.

verification, compress, favourable, average require ### 21. Comparative indicator set to distinguish authority, delivery, distribution and remedy. Loss, absence, closure, access, deployment and instructional delivery cannot be exchanged through fixed weights. A low recorded absence rate may coexist with extensive school closure because only open, observable schools enter the denominator. A stable national teacher stock may coexist with severe local loss after displacement. A dashboard should preserve those tensions and direct verification, not compress them into a favourable average.

decision, attendance, enforcement, cannot require ### 22. Interpretation and decision rules to distinguish authority, delivery, distribution and remedy. A sharp rise in unresolved status calls for safe verification and temporary staffing. Persistent authorised absence may call for replacement capacity or revised duty arrangements. High unexplained absence requires record reconciliation before any employment conclusion. A wide deployment gap calls for examination of establishment rules, incentives, security and teacher preferences. A high closure rate requires a continuity decision that attendance enforcement alone cannot solve.

equivalent, prolonged, unserved, absence require ### 22. Interpretation and decision rules to distinguish authority, delivery, distribution and remedy. A school below the minimum number of teachers required to operate its grades or subjects may require immediate action even if the national ratio is favourable. A moderate measured absence rate may require urgent attention where no replacement exists and one teacher serves the whole school. Conversely, a short, authorised interruption with full instructional replacement should not be treated as equivalent to prolonged unserved absence.

indicator, optional, narrative, addition require ### 22. Interpretation and decision rules to distinguish authority, delivery, distribution and remedy. A falling pupil–teacher ratio may reflect additional teachers, falling enrolment, pupil displacement or incomplete pupil reporting. A higher attrition rate may reflect genuine departure or improved event recording. More recorded incidents may reflect greater exposure or improved access to reports. Triangulation with enrolment, payroll, school status, population movement and incident coverage is therefore part of the indicator, not an optional narrative addition.

This study uses evidence available by 7 November 2013. It draws on established teacher workforce definitions, the 2011 global review of armed conflict and education, end-2010 displacement statistics released in June 2011, the Secretary-General's April 2011 report on children and armed conflict, the General Assembly's 2010 resolution on education in emergencies and the European Commission's June 2011 humanitarian report.[REF-19] [REF-20] [REF-21] [REF-22] [REF-23]

estimates, borrowed, different, population require ### 23. Evidence boundaries at 7 November 2013 to distinguish authority, delivery, distribution and remedy. The principal finding is consequently methodological but not abstract: authorities need separate, reconcilable measures before a global or regional comparison can carry the claimed meaning. The absence of a complete series is itself a constraint on allocation and accountability. It must be reported as missing evidence, not filled with estimates borrowed from a different population.

current, location, displacement, material require ### 23. Evidence boundaries at 7 November 2013 to distinguish authority, delivery, distribution and remedy. They retain distinctions among posts, persons, assignments, presence, workload and delivered instruction; specify supply and demand; examine distribution, finance and professional safeguards; and provide calculation and review records. In crisis-affected use, every such record must also carry current school-operating status, access coverage and origin-to-current-location links where displacement is material.

periods, timetabling, service, received require ### 24. The planning object to distinguish authority, delivery, distribution and remedy. That formulation is incomplete. The object is the sustained provision of instruction by people with the knowledge, preparation and assignment required for the pupils and curriculum concerned. The relevant unit changes as the question changes: persons for recruitment and professional development; full-time equivalents for labour input; posts for establishment control; classes and periods for timetabling; and pupil-hours for service received.

delivered, transition, different, remedy require ### 24. The planning object to distinguish authority, delivery, distribution and remedy. It cannot establish whether the growth occurred at the level experiencing enrolment pressure, whether new teachers reached schools, whether they remained, or whether their qualifications matched the assignment. A complete account therefore follows resources through a sequence: post authorised; funds provided; person appointed; person assigned; person reports; person is present; class is scheduled; instruction is delivered. Loss at any transition has a different cause and remedy.

provides, teacher, required, subject require ### 24. The planning object to distinguish authority, delivery, distribution and remedy. The chain does not imply that teaching is reducible to an administrative transaction. It ensures that administrative claims about service can be tested. Professional judgement and classroom relationships operate within the time and conditions made available; they cannot compensate indefinitely for a post that does not exist, a vacancy that remains unfilled or a timetable that provides no teacher for a required subject.

delivering, scheduled, instructional, activity require ### 25. Eight workforce quantities that must not be merged to distinguish authority, delivery, distribution and remedy. A **funded post** is an authorised position for which expenditure is provided for the period. A **filled post** has an appointment recorded. A **person employed** is a unique individual with an active employment relationship. A **full-time equivalent** expresses contracted workload relative to a defined full-time workload. A **school-assigned teacher** has a current duty location in a school. A **teacher present** is observed or validly recorded at the assigned place and time. A **teacher teaching** is delivering a scheduled instructional activity.

present, engaged, official, teaching require ### 25. Eight workforce quantities that must not be merged to distinguish authority, delivery, distribution and remedy. One person can fill more than one part-time post; one post can be temporarily covered by several people; a teacher can be seconded to administration while retaining a school code; a payroll record can remain active after departure; and a teacher can be present while engaged in official non-teaching work.

delivery, available, instruction, delivered require ### 26. The service-conversion account to distinguish authority, delivery, distribution and remedy. The funded-post gap is authorised posts minus funded posts. The vacancy gap is funded posts minus filled full-time equivalents. The assignment gap is employed teacher full-time equivalents minus school-assigned teaching full-time equivalents, after legitimate central, leave and support functions are separately classified. The availability gap is scheduled teacher time minus teacher time available after recorded absence. The delivery gap is available time minus instruction delivered.

service, variation, unresolved, authority require ### 26. The service-conversion account to distinguish authority, delivery, distribution and remedy. A gap can be legitimate: authorised positions may be phased in; leave is a lawful employment condition; professional development may temporarily remove a teacher from class; emergencies may close a school. The account requires reasons and replacement arrangements. Its purpose is to distinguish explained service variation from unresolved loss and to show which authority can act.

quantities, reported, incompatibility, stated require ### 26. The service-conversion account to distinguish authority, delivery, distribution and remedy. Posts cannot be subtracted directly from headcount where part-time work is material. Presence observed on one day cannot be subtracted from an annual full-time-equivalent stock. The comparison must first align unit and reference period. Where alignment is impossible, the quantities are reported side by side with the incompatibility stated.

access, continuity, instruction, practice require ### 27. Public-interest basis to distinguish authority, delivery, distribution and remedy. Workforce administration is therefore not only an internal management function. Allocation decisions determine whether curriculum, language provision, reasonable school access and continuity of instruction exist in practice.[REF-01] [REF-12]

criteria, resulting, distribution, visible require ### 27. Public-interest basis to distinguish authority, delivery, distribution and remedy. Equal ratios can be inequitable where need and cost differ. A small remote school may require a minimum complement even when its ratio is low; a school serving multiple languages or children requiring specialised support may require additional capability. The public-interest obligation is to apply explicit, relevant criteria and to make the resulting distribution visible.

conditions, service, identifies, symptom require ### 27. Public-interest basis to distinguish authority, delivery, distribution and remedy. These matters are linked. Deployment cannot be sustained by transfer orders alone when housing, safety, professional support, family circumstances and career progression make a post materially more difficult to hold. A measurement system that reports the vacancy but not the repeated turnover or the conditions of service identifies only the final symptom.[REF-02]

controlled, register, preserves, identifiers require ### 28. Person, post and assignment to distinguish authority, delivery, distribution and remedy. The post is the appropriate unit for establishment authority and vacancy. The assignment is the appropriate unit for school, level, subject, grade and function. A controlled register preserves all three and links them with dated identifiers.

publication, concurrent, assignments, consolidated require ### 28. Person, post and assignment to distinguish authority, delivery, distribution and remedy. Counting persons without assignments can include teachers working in administrative offices, teacher-training institutions or non-school functions. Counting filled posts can double count an individual holding fractions of more than one post. The statistical publication is to state which unit is used and how concurrent assignments are consolidated.

reason, release, revision, retained require ### 28. Person, post and assignment to distinguish authority, delivery, distribution and remedy. An annual snapshot without transaction dates cannot distinguish a genuine movement from late data entry. Retrospective corrections must remain auditable: the corrected value may replace an erroneous public series, but the reason, scale and release date of the revision are to be retained.

superior, answer, different, questions require ### 29. Headcount and full-time equivalent to distinguish authority, delivery, distribution and remedy. It is essential for recruitment, retirement, professional development and occupational conditions. Full-time equivalent measures purchased or assigned labour relative to the national full-time rule. It is more suitable for resource ratios where part-time employment is material. Neither is inherently superior; they answer different questions.

definitions, contact, contact, recorded require ### 29. Headcount and full-time equivalent to distinguish authority, delivery, distribution and remedy. 9. If the hours include duties beyond teaching, this is not 1. 9 instructional full-time equivalents. A further conversion using scheduled contact time is required. Definitions of full-time work, contact time and paid non-contact duty must be recorded.

equivalent, students, teachers, distinguishes require ### 29. Headcount and full-time equivalent to distinguish authority, delivery, distribution and remedy. Some systems may classify a person by status; others may divide actual or contractual hours. A ratio calculated from full-time-equivalent pupils and teachers is not comparable with one using headcounts unless part-time participation is negligible or an adjustment is made. *Education at a Glance 2004* expressly bases the student–teacher ratio on full-time-equivalent students and teachers and distinguishes it from class size.[REF-08]

therefore, required, addition, occupational require ### 30. Teaching and non-teaching functions to distinguish authority, delivery, distribution and remedy. Systems differ in whether school leaders retain teaching loads and whether specialist support staff are classified as teachers. The function performed in the reference period is therefore required in addition to occupational title.

remains, headcount, workforce, analysis require ### 30. Teaching and non-teaching functions to distinguish authority, delivery, distribution and remedy. Personnel wholly assigned to administration or another level are not to be included merely because their payroll grade is “teacher”. Where a principal teaches part of the timetable, only the corresponding instructional workload enters an instructional-capacity measure, while the person remains in the headcount for workforce analysis.

automatic, transfer, classroom, teaching require ### 30. Teaching and non-teaching functions to distinguish authority, delivery, distribution and remedy. The OECD evidence shows wide differences in the proportion and composition of non-teaching staff, reflecting organisation and management. Administrative and support functions can protect teachers' instructional time. The analytical requirement is accurate classification, not automatic transfer of every paid hour into classroom teaching.[REF-08]

different, rights, qualification, workloads require ### 31. Employment status and contingent capacity to distinguish authority, delivery, distribution and remedy. Employment status affects cost, security, turnover, eligibility for training and the reliability of future supply. The categories are to be reported separately where they carry materially different rights, qualification rules or workloads.

workload, conditions, observed, teaching require ### 31. Employment status and contingent capacity to distinguish authority, delivery, distribution and remedy. Volunteers may extend access in an emergency or remote setting, yet their service cannot be assumed to persist in a multi-year projection without an explicit retention and remuneration basis. Contract status is not a proxy for quality; the relevant evidence concerns preparation, selection, support, workload, conditions and observed teaching.

turnover, supervision, continuity, service require ### 31. Employment status and contingent capacity to distinguish authority, delivery, distribution and remedy. A planning model may test such arrangements but cannot treat lower salary as an efficiency gain without accounting for selection, training, turnover, supervision and the continuity of service.[REF-07]

internationally, uniform, preparation, threshold require ### 32. Qualification and training status to distinguish authority, delivery, distribution and remedy. **Academic qualification** concerns general or subject education. **Professional qualification** concerns completion of the recognised preparation for teaching. **Trained status** in international reporting commonly means that the teacher has received the minimum organised teacher training required in the country. The third category is nationally defined and cannot establish an internationally uniform preparation threshold.[REF-04] [REF-05]

rather, forced, trained, untrained require ### 32. Qualification and training status to distinguish authority, delivery, distribution and remedy. A simple yes/no field discards information needed when rules change. Teachers in training, provisionally licensed or admitted through an alternative route are to have distinct statuses rather than being forced into “trained” or “untrained”.

result, establish, workforce, trained require ### 32. Qualification and training status to distinguish authority, delivery, distribution and remedy. It must not be added to the trained numerator, nor automatically treated as untrained. A published proportion is to show the denominator and the share unknown. If trained status is 80 per cent among the 75 per cent of teachers with known records, the result does not establish that 80 per cent of the full workforce is trained.

person, remains, employed, ministry require ### 33. The stock-and-flow identity to distinguish authority, delivery, distribution and remedy. The identity is to be applied separately to headcount and full-time equivalents. It also requires a boundary: movement from primary to secondary teaching is an exit from the primary stock even if the person remains employed by the same ministry.

investigated, before, series, projection require ### 33. The stock-and-flow identity to distinguish authority, delivery, distribution and remedy. If the recorded closing stock cannot be derived from opening stock and transactions, either events are missing, records are duplicated, or definitions changed. The difference is a reconciliation residual, not net recruitment. It is to be reported and investigated before the series is used for projection.

continuity, growth, figure, conceals require ### 33. The stock-and-flow identity to distinguish authority, delivery, distribution and remedy. A stock of 100,000 can remain constant after 10,000 entries and 10,000 exits, or after 1,000 entries and 1,000 exits. These systems have different training requirements, induction loads, experience profiles and continuity risks. A net-growth figure conceals them.

capacity, therefore, employable, supply require ### 34. Entry pathway to distinguish authority, delivery, distribution and remedy. Attrition occurs at every transition. Training capacity is therefore not the same as employable supply.

teachers, willing, isolated, communities require ### 34. Entry pathway to distinguish authority, delivery, distribution and remedy. Field of study, language, level and intended location matter. A surplus of general primary candidates does not resolve a shortage of mathematics teachers, bilingual teachers or staff willing and able to serve isolated communities.

practicum, placements, induction, support require ### 34. Entry pathway to distinguish authority, delivery, distribution and remedy. Expansion planned for the following school year cannot be met through a preparation programme lasting several years unless candidates are already in the pathway or a lawful interim route exists. A projection is to show the earliest date at which additional prepared entrants can reach schools and the capacity required in training institutions, practicum placements and induction support.

occupations, depend, defined, boundary require ### 35. Exit, attrition and mobility to distinguish authority, delivery, distribution and remedy. The denominator is ordinarily the relevant workforce at the beginning of the period, but average-stock denominators may be used if stated. Retirement, death, resignation, dismissal and expiry without renewal are different causes. Transfers between schools are turnover for the school but not attrition from the national workforce. Transfers between levels or occupations depend on the defined boundary.

planning, rather, single, attrition require ### 35. Exit, attrition and mobility to distinguish authority, delivery, distribution and remedy. Retirement projections require age and, where relevant, service eligibility. Mortality and long illness may be material in countries affected by HIV/AIDS; the 2003 costing study treated teacher sickness, absence, death, replacement and additional training as connected planning costs rather than as a single attrition rate.[REF-07]

represent, leaving, difficult, conditions require ### 35. Exit, attrition and mobility to distinguish authority, delivery, distribution and remedy. “Resignation” may conceal non-renewal, migration to another education employer or movement to a central post. “Unknown” must remain visible. Exit interviews can add explanation but are subject to non-response and may not represent those leaving under the most difficult conditions.

requirement, workforce, ageing, attrition require ### 36. Replacement demand and growth demand to distinguish authority, delivery, distribution and remedy. Replacement demand is the recruitment required to offset exits and reductions in workload. Gross recruitment need is their sum, adjusted for expected re-entry and transfers in. A system with stable enrolment may still face a large requirement where the workforce is ageing or attrition is high.

whether, institutional, demand, included require ### 36. Replacement demand and growth demand to distinguish authority, delivery, distribution and remedy. New entrants themselves can leave before the horizon; recruitment in one year changes the age and experience distribution in later years. Training institutions also require teachers and may draw from the same qualified population. The model must state whether this institutional demand is included.

experience, tenure, present, school require ### 37. Age and experience structure to distinguish authority, delivery, distribution and remedy. Experience distribution provides information about induction and career structure but must distinguish total teaching experience from tenure in the present school.

therefore, depends, distribution, average require ### 37. Age and experience structure to distinguish authority, delivery, distribution and remedy. A very young workforce may indicate successful expansion and a heavy requirement for induction, mentoring and leadership development. The planning interpretation therefore depends on the shape of the distribution, not an average age alone.

investigated, through, personnel, controls require ### 37. Age and experience structure to distinguish authority, delivery, distribution and remedy. Public tables use grouped ages and suppress small cells where identification is possible. Missing dates of birth are not to be assigned to the modal age; they are reported as unknown and investigated through personnel controls.

plausible, variants, account, assumptions require ### 38. Scenario uncertainty to distinguish authority, delivery, distribution and remedy. Enrolment, repetition, progression, retirement, attrition, training yield, workload and salary assumptions all affect the result. The reportable output is not only a central estimate but a range under plausible variants and an account of which assumptions drive the range.

curtailed, curriculum, favourable, outcome require ### 38. Scenario uncertainty to distinguish authority, delivery, distribution and remedy. A lower case may reflect slower demographic growth, improved deployment and reduced repetition. These are not optimistic and pessimistic labels unless the educational consequences are established. A lower teacher count produced by exclusion or curtailed curriculum is not a favourable outcome.

migration, settlement, school, choice require ### 39. Pupil projections are the starting point, not the staffing result to distinguish authority, delivery, distribution and remedy. Each component carries uncertainty. A national-age population does not reveal where pupils will attend; district and school demand also depends on migration, settlement and school choice.

staffing, requirement, pupils, school require ### 39. Pupil projections are the starting point, not the staffing result to distinguish authority, delivery, distribution and remedy. Collapsing all primary enrolment into one total assumes that teachers and classroom places are perfectly divisible and transferable. A school with 83 pupils across six grades does not create the same staffing requirement as 83 pupils in one grade at a large urban school.

straight, insufficient, underlying, change require ### 39. Pupil projections are the starting point, not the staffing result to distinguish authority, delivery, distribution and remedy. The model must permit policy shocks and show their implementation date. A straight-line trend is insufficient where the underlying rules change.

teachers, applying, national, indivisibility require ### 40. Class formation to distinguish authority, delivery, distribution and remedy. Rounding matters: 41 pupils under a planning maximum of 40 require two classes, not 1. 025 teachers. Applying a ratio at national level loses this indivisibility.

understate, professional, instructional, requirement require ### 40. Class formation to distinguish authority, delivery, distribution and remedy. Its staffing requirement depends on the grades combined, curriculum design, teacher preparation, materials and timetable. A model that assumes one teacher per grade can overstate demand in sparse areas; a model that assumes unrestricted combination can understate the professional and instructional requirement.

therefore, explicit, school, records require ### 40. Class formation to distinguish authority, delivery, distribution and remedy. If teachers work both shifts, workload and contact-time rules govern feasibility and cost. If separate teachers are employed, classroom capacity and teacher demand move differently. Shift status must therefore be explicit in school records.

cannot, pooled, across, distance require ### 41. Curriculum periods and subject specialisation to distinguish authority, delivery, distribution and remedy. The aggregate number of periods can balance while individual schools have fractional shortages that cannot be pooled across distance.

effective, recruitment, retraining, deployment require ### 41. Curriculum periods and subject specialisation to distinguish authority, delivery, distribution and remedy. Additional science, language, arts or vocational periods may require staff with different preparation. The implementation plan must therefore connect curriculum effective dates to recruitment, retraining and deployment lead times.

family, without, stated, equivalence require ### 41. Curriculum periods and subject specialisation to distinguish authority, delivery, distribution and remedy. “Science” may denote integrated science at one level and separate disciplines at another. A teacher academically prepared in one field cannot be counted as fully deployable to every subject in a broad family without a stated equivalence rule.

depends, materially, contact, obligations require ### 42. Teacher contact time to distinguish authority, delivery, distribution and remedy. Net teaching or contact time is the scheduled time of direct instruction. The number of teachers required for a given curriculum depends materially on contact-time obligations.

ratios, without, timetable, context require ### 42. Teacher contact time to distinguish authority, delivery, distribution and remedy. These differences help explain why similar enrolment and class size can require different numbers of teachers. They also limit direct comparison of student–teacher ratios without the timetable context.[REF-08]

educationally, credible, allocation, working require ### 42. Teacher contact time to distinguish authority, delivery, distribution and remedy. School closure, absence, examinations, training and timetable interruption can reduce actual time. Nor is maximising contact hours necessarily sound: preparation, assessment and professional collaboration are part of teaching quality. Planning requires a lawful and educationally credible allocation of total working time.

ratios, automatically, labelled, inefficient require ### 43. Minimum viable staffing to distinguish authority, delivery, distribution and remedy. A minimum complement may be required for leadership, safeguarding, subject coverage or continuity during absence. The requirement is context-specific and may create low pupil–teacher ratios in small schools. Such ratios must not be automatically labelled inefficient.

provision, transport, reliability, calculation require ### 43. Minimum viable staffing to distinguish authority, delivery, distribution and remedy. Transport time and reliability enter the calculation where staff serve more than one site.

requires, geographic, community, evidence require ### 43. Minimum viable staffing to distinguish authority, delivery, distribution and remedy. It is to be distinguished from avoidable fragmentation caused by poorly located schools or uncoordinated provision. The distinction requires geographic and community evidence, not the ratio alone.

transparent, school, district, entitlement require ### 44. National balance is not local sufficiency to distinguish authority, delivery, distribution and remedy. The arithmetic balance is therefore a necessary reconciliation result, not a finding of equitable supply. Deployment measures compare actual assignment with a transparent school or district entitlement.

allocation, actual, circumstances, published require ### 44. National balance is not local sufficiency to distinguish authority, delivery, distribution and remedy. A rule based only on pupils may fail small schools or subject-specialist programmes. A historical post schedule may preserve allocations after enrolment shifts. The measure is strongest when both the allocation rule and actual circumstances are published.

percentiles, dispersion, useful, labelled require ### 45. Distributional statistics to distinguish authority, delivery, distribution and remedy. The unweighted mean of school ratios answers a different question and can give small schools disproportionate influence. The median school ratio describes the middle school, while percentiles show dispersion. All may be useful if labelled.

quality, standards, publication, explain require ### 45. Distributional statistics to distinguish authority, delivery, distribution and remedy. Interquartile ranges, tenth and ninetieth percentiles, and shares of pupils in schools beyond defined planning bands provide a more informative distribution. Planning bands are administrative thresholds, not universal quality standards, and the publication is to explain their basis.

duration, remains, vacant, repeatedly require ### 46. Rural and remote deployment to distinguish authority, delivery, distribution and remedy. A single hardship label is too coarse. The register is to identify the actual characteristics of the post and the duration for which it remains vacant or repeatedly turns over.

classified, implemented, deployment, measure require ### 46. Rural and remote deployment to distinguish authority, delivery, distribution and remedy. Measurement of incentives therefore includes eligibility, receipt, timeliness and retention after receipt. An allowance announced but not paid cannot be classified as an implemented deployment measure.[REF-02]

service, establish, change, school require ### 46. Rural and remote deployment to distinguish authority, delivery, distribution and remedy. The evidence is to distinguish admission, completion, appointment and sustained service. A quota at the first stage does not establish a change at the school.

subject, assignment, employment, status require ### 47. Gender and workforce distribution to distinguish authority, delivery, distribution and remedy. It is not a universal measure of quality. Interpretation requires level, location, leadership distribution, subject assignment and employment status.

discriminatory, practice, rather, aggregate require ### 47. Gender and workforce distribution to distinguish authority, delivery, distribution and remedy. Publication therefore needs cross-tabulation by location and level, subject to confidentiality. Policy responses are to address the documented constraint—such as housing, safety, recruitment opportunity or discriminatory practice—rather than infer one from the aggregate.

divide, matched, unmatched, subjects require ### 48. Subject, language and grade mismatch to distinguish authority, delivery, distribution and remedy. The mismatch rate counts assigned instructional workload outside a defined acceptable field. A person-based rate is less precise when teachers divide time among matched and unmatched subjects.

voluntary, appropriate, collection, relevant require ### 48. Subject, language and grade mismatch to distinguish authority, delivery, distribution and remedy. The data system is to record demonstrable language capacity using a lawful and relevant classification. Ethnicity must not be used as a proxy for language competence. Personal data require protection and voluntary, appropriate collection where relevant.

concerns, preparation, support, assignment require ### 48. Subject, language and grade mismatch to distinguish authority, delivery, distribution and remedy. A system may place less experienced or less prepared teachers in the earliest grades although foundational instruction carries distinct demands. Experience alone does not determine fitness; the required evidence concerns preparation, support and assignment.

coexist, vacancy, repeatedly, refilled require ### 49. Turnover and continuity to distinguish authority, delivery, distribution and remedy. Turnover reveals repeated disruption. School-level turnover is the number of arrivals and departures during a period relative to the average workforce, with expansion appointments identified separately. High turnover can coexist with a low vacancy rate if posts are repeatedly refilled.

arrive, before, service, interrupted require ### 49. Turnover and continuity to distinguish authority, delivery, distribution and remedy. It does not justify preventing lawful mobility or preserving unsuitable assignments. The policy question is whether avoidable conditions cause disproportionate instability and whether replacements arrive before service is interrupted.

evidence, available, durable, assignment require ### 50. Deployment decision rules to distinguish authority, delivery, distribution and remedy. A rule based on seniority alone may not resolve subject gaps; a discretionary rule without reasons creates risk of unequal treatment. Teacher participation and appeal mechanisms are consistent with professional status and can improve the evidence available for durable assignment.[REF-02]

movement, teacher, retained, locations require ### 50. Deployment decision rules to distinguish authority, delivery, distribution and remedy. An order is not a completed transfer. The personnel register, payroll cost centre and school record are to be reconciled after movement so that the same teacher is not retained in two locations.

statistics, official, national, responses require ### 51. What the international table can and cannot show to distinguish authority, delivery, distribution and remedy. The table generally refers to the 2001/02 school year and identifies values as preliminary. It draws on data compiled by the UNESCO Institute for Statistics from official national responses.[REF-05]

comparability, qualifications, result, peripheral require ### 51. What the international table can and cannot show to distinguish authority, delivery, distribution and remedy. It defines trained teachers by national minimum requirements and cautions that preparation varies greatly. It defines the primary pupil–teacher ratio as enrolled primary pupils divided by primary teachers, regardless of teaching assignment. It also notes that definitions, grade-specific class size and hours taught affect comparability. Those qualifications are part of the result, not peripheral notes.

pupils, amount, contact, receives require ### 52. Reading the regional pattern to distinguish authority, delivery, distribution and remedy. The reported ratio is 40 pupils per teacher for low-income economies and 22 for middle-income economies; regional values are 45 in sub-Saharan Africa and 42 in South Asia, compared with 17 in Europe and Central Asia and in high-income economies. These figures signal materially different aggregate staffing conditions. They do not indicate the number of pupils in a class or the amount of contact time each receives.

preparation, within, reporting, boundary require ### 52. Reading the regional pattern to distinguish authority, delivery, distribution and remedy. Sub-Saharan Africa is reported at 80. 4 per cent trained and 45 pupils per teacher, South Asia at 66. 9 per cent and 42, and Latin America and the Caribbean at 76. 7 per cent and 26. Because trained status follows national requirements, the percentage cannot be read as a common proficiency scale. It nevertheless reveals the scale of the nationally recognised preparation gap within each reporting boundary.

different, conditions, different, interventions require ### 52. Reading the regional pattern to distinguish authority, delivery, distribution and remedy. Combining a trained share and a ratio would require assumptions about equivalence, substitution and weighting. Ten additional pupils per teacher cannot be offset arithmetically by a specified number of percentage points in trained status. They describe different conditions and may call for different interventions.

average, occupy, contextual, diagnosis require ### 53. Country variation and data completeness to distinguish authority, delivery, distribution and remedy. Examples reported for 2001/02 include primary pupil–teacher ratios of 10 in Denmark and the Netherlands, 14 in Cuba and Estonia, 20 in China and Malaysia, 40 in India and Nepal, 56 in Cambodia, Mali and the Republic of Congo, 61 in Cameroon, 66 in Mozambique and 71 in Chad. These selected values are not a ranking; they demonstrate the range that a national average can occupy and the need for contextual diagnosis.[REF-05]

available, interpret, absent, compliance require ### 53. Country variation and data completeness to distinguish authority, delivery, distribution and remedy. Missingness limits any analysis restricted to complete pairs and may produce a non-representative sample. The proper publication reports the number of countries and population coverage contributing to an aggregate when the source makes that information available; it does not interpret an absent value as zero or full compliance.

convenience, single, remove, obligation require ### 53. Country variation and data completeness to distinguish authority, delivery, distribution and remedy. A comparative extract is therefore to carry the country-specific note. The convenience of a single table does not remove this obligation.

instruction, organisation, groups, differ require ### 54. Resource ratio versus class size to distinguish authority, delivery, distribution and remedy. It defines class size through the number of students in a class or teaching group. The report demonstrates that two countries can have similar student–teacher ratios and different class sizes because teacher working time, pupil instruction time and the organisation of groups differ.[REF-08]

instruction, teacher, organisation, differs require ### 54. Resource ratio versus class size to distinguish authority, delivery, distribution and remedy. Average class size rises with the number of pupils and pupil instructional periods and falls with the number of teachers and teacher contact periods, subject to scheduling and school constraints. Consequently, a system can reduce a resource ratio by employing more teachers without reducing class size if those teachers have lower contact loads or undertake other functions. It can operate relatively small classes with a less favourable ratio if pupil instruction time or teacher organisation differs.

labour, resources, interact, instrument require ### 54. Resource ratio versus class size to distinguish authority, delivery, distribution and remedy. A class-size policy affects rooms, class formation and timetables; a staffing-ratio policy affects aggregate labour resources. They interact but are not the same instrument.

scheduled, instruction, different, contact require ### 55. Comparative teaching time to distinguish authority, delivery, distribution and remedy. Preparation, assessment, professional activity and administration may be regulated differently. The comparison is useful because the same teacher FTE can support different quantities of scheduled instruction under different contact-time rules.[REF-08]

whether, required, scheduled, delivered require ### 55. Comparative teaching time to distinguish authority, delivery, distribution and remedy. Weekly loads cannot be compared without the number of teaching weeks. Statutory time is not observed time. A complete comparative account identifies whether a value is required, scheduled or delivered.

ranged, gujarat, listed, states require ### 56. Evidence on presence to distinguish authority, delivery, distribution and remedy. For the primary-school observations reproduced in its table 1. 2, the reported rates were 16 per cent in Ecuador, 25 per cent for an average of 14 Indian states, 18 per cent in Indonesia, 15 per cent in Papua New Guinea, 13 per cent in Peru, 17 per cent in Zambia and 26 per cent in Uganda. The related state table for India ranged from 15 per cent in Gujarat to 39 per cent in Bihar among the listed states.[REF-06]

public, finance, private, enrolment require ### 57. Costing evidence and the status of 40:1 to distinguish authority, delivery, distribution and remedy. In its adjusted sample, primary pupil–teacher ratios ranged from 13:1 to 79:1. The group characterised by relatively higher primary completion had an average ratio of 39:1; the full sample average was 44:1. The study used 40:1 as a 2015 parameter in simulations that also adjusted salary, repetition, non-teacher inputs, public finance and private enrolment.[REF-07]

benchmark, isolated, causal, threshold require ### 57. Costing evidence and the status of 40:1 to distinguish authority, delivery, distribution and remedy. It acknowledges that pupil–teacher ratio is not perfectly correlated with class size, that country geography can constrain deployment, and that the parameter forms one part of a balanced package. Its regression table reported essentially no independent association for the ratio within the specified model after other variables were included, while repetition and spending variables carried different relationships. That result does not prove ratio is irrelevant; it warns against presenting the benchmark as an isolated causal threshold.

numbers, material, constraint, unresolved require ### 57. Costing evidence and the status of 40:1 to distinguish authority, delivery, distribution and remedy. One group combined high enrolment with low completion and very high repetition. Another combined low coverage, high teacher salaries relative to national income and high ratios. In each case, changing teacher numbers alone would leave a material constraint unresolved.[REF-07]

global, estimate, delivered, instructional require ### 58. A bounded comparative conclusion to distinguish authority, delivery, distribution and remedy. Large differences in aggregate teacher resources exist; nationally recognised preparation remains incomplete in many reporting systems; teaching-time organisation affects the meaning of resource ratios; and presence losses can materially reduce service. The evidence does not support a universal staffing number, a common training-quality scale or a global estimate of delivered instructional FTE.

conduct, direct, evidence, required require ### 58. A bounded comparative conclusion to distinguish authority, delivery, distribution and remedy. It may identify systems or regions for further investigation, but policy selection follows national and subnational diagnosis. The stronger the claim—especially a claim about quality, causation or individual conduct—the more direct the evidence required.

status, separately, initial, observation require ### 59. Presence as a service-delivery measure to distinguish authority, delivery, distribution and remedy. It is narrower than attendance over a term and broader than unauthorised absence. A valid presence measure begins with a roster of persons expected, excludes those not scheduled, and records the reason and authorisation status separately from the initial observation.

school, applicable, across, countries require ### 59. Presence as a service-delivery measure to distinguish authority, delivery, distribution and remedy. Repeated visits across days and seasons are required for system estimates. The 2004 *World Development Report* tables define absence as a person supposed to be present but not present during an unannounced visit, including authorised and unauthorised reasons. The preliminary country estimates ranged from 13 to 26 per cent for the primary-school observations shown, while the reported state values within India ranged more widely. These figures demonstrate measurement relevance; they do not establish a current rate for every school or a cause applicable across countries.[REF-06]

processing, sanctions, follow, different require ### 59. Presence as a service-delivery measure to distinguish authority, delivery, distribution and remedy. Observation and administrative data therefore provide complementary checks. Payroll deductions are not a presence measure, since authorised leave, delayed processing and sanctions follow different rules.

different, replacement, continuity, effects require ### 60. Reasons, duration and replacement to distinguish authority, delivery, distribution and remedy. The classification is completed after verification, not inferred by an observer. Duration matters because one extended absence and repeated single-day absence have different replacement and continuity effects.

conditions, reported, distinct, arrangement require ### 60. Reasons, duration and replacement to distinguish authority, delivery, distribution and remedy. The educational loss is scheduled periods not delivered or materially curtailed, not the number of absent persons alone. Replacement by combining classes may preserve supervision while reducing instructional conditions; it is reported as a distinct arrangement.

closed, closure, measured, separately require ### 61. Calendar, closure and timetable loss to distinguish authority, delivery, distribution and remedy. School-level closure can result from weather, insecurity, elections, examinations, public-health events, building failure or local administrative decisions. Teacher presence cannot restore time when the school is closed, so closure is measured separately.

continuous, surveillance, professional, action require ### 61. Calendar, closure and timetable loss to distinguish authority, delivery, distribution and remedy. Reliable measurement may use sampled observation, timetable records and school logs. The burden is to be proportionate: the objective is a defensible system estimate and timely local response, not continuous surveillance of every professional action.

included, delivered, period, applied require ### 62. From employed FTE to instructional FTE to distinguish authority, delivery, distribution and remedy. The example is not a performance target. It shows why a payroll stock can overstate delivered capacity and why double-counting losses must be avoided. If absence is already included in delivered-period data, it is not applied again.

workforce, account, occupies, structure require ### 63. Capacity is not quality to distinguish authority, delivery, distribution and remedy. It cannot establish clarity of explanation, appropriateness of pedagogy, classroom climate, formative assessment or learning. The quality framework in the 2005 EFA Global Monitoring Report connects learner characteristics, context, enabling inputs, teaching and learning activities, and outcomes; the workforce account occupies only part of this wider structure.[REF-03]

specific, decision, retains, limitation require ### 63. Capacity is not quality to distinguish authority, delivery, distribution and remedy. Credentials, experience, presence and contact time are not interchangeable and cannot be added without arbitrary weights. Each measure supports a specific decision and retains its limitation.

protected, public, outputs, aggregated require ### 64. Personnel register to distinguish authority, delivery, distribution and remedy. Its minimum fields include identifier, employment status, workload, preparation, subject or grade field, employing authority, assignment, start and end dates, leave status and source of verification. Sensitive information is protected and public outputs are aggregated.

salary, details, individual, attendance require ### 64. Personnel register to distinguish authority, delivery, distribution and remedy. A correction procedure is required for errors, and access to personal records is logged. The statistical function does not require publication of names, salary details or individual attendance.

duplicated, payments, delayed, removal require ### 65. Establishment and payroll to distinguish authority, delivery, distribution and remedy. They are related but neither proves school service. Reconciliation identifies active payments without a current personnel record, filled posts without payment, persons charged to the wrong location, duplicated payments and delayed removal after exit.

entering, published, teacher, totals require ### 65. Establishment and payroll to distinguish authority, delivery, distribution and remedy. Timing differences, lawful arrears and approved secondment can explain a mismatch. The control result records resolution and prevents unresolved exceptions from silently entering published teacher totals.

person, identifiers, permit, reconciliation require ### 66. School census and timetable records to distinguish authority, delivery, distribution and remedy. It is indispensable for deployment ratios. It may nevertheless count staff reported by the head teacher rather than verified persons, omit teachers temporarily away or include visitors. Stable school and person identifiers permit reconciliation.

administrative, supported, school, record require ### 66. School census and timetable records to distinguish authority, delivery, distribution and remedy. They require period length, subject, grade or class, teacher and day. A timetable that assigns one person simultaneously to different classes is internally invalid. Rule-based validation may identify the conflict, but its correction remains an administrative task supported by the school record.

recognition, status, programme, changes require ### 67. Training-provider pathway to distinguish authority, delivery, distribution and remedy. These data require cohort identifiers so that completion yield is not calculated from unrelated annual totals. Recognition status and programme changes are dated.

stated, rather, filled, assumption require ### 67. Training-provider pathway to distinguish authority, delivery, distribution and remedy. Public analysis reports aggregate transitions and does not expose applicant-level results. Where linkage is unavailable, the uncertainty between completions and appointments is stated rather than filled by assumption.

national, detail, preserved, beneath require ### 68. Master classifications to distinguish authority, delivery, distribution and remedy. ISCED 1997 supports international level mapping, while national detail is preserved beneath that map.[REF-10]

preparation, unless, historical, recoded require ### 68. Master classifications to distinguish authority, delivery, distribution and remedy. Version numbers and effective dates are therefore part of the statistical record. A new definition of “trained” is not to be presented as a change in teacher preparation unless historical data have been recoded on the same basis.

transparency, confidential, treatment, individual require ### 69. Revision and statistical independence to distinguish authority, delivery, distribution and remedy. Political or administrative preference cannot determine whether an unfavourable result is published. The Fundamental Principles of Official Statistics provide the relevant basis for professional methods, transparency and confidential treatment of individual data.[REF-11]

explanation, necessary, public, interpretation require ### 69. Revision and statistical independence to distinguish authority, delivery, distribution and remedy. A census update, payroll cleaning exercise or reclassification may alter prior years without indicating an actual workforce change. Both the revised series and the break explanation are necessary for public interpretation.

choices, teacher, requirement, calculated require ### 70. Scenario construction to distinguish authority, delivery, distribution and remedy. It then states class formation or subject-period demand, teacher workload, minimum school staffing, expected availability and replacement assumptions. Only after those choices is the teacher requirement calculated.

leaving, vacancies, internally, inconsistent require ### 70. Scenario construction to distinguish authority, delivery, distribution and remedy. Each case uses coherent assumptions. Combining high enrolment with low training capacity but leaving vacancies at zero is internally inconsistent.

repetition, salary, inputs, finance require ### 71. The place of ratio benchmarks to distinguish authority, delivery, distribution and remedy. The 2003 study of universal primary completion observed an average pupil–teacher ratio of 39:1 among a group of higher-completion low-income countries and used 40:1 in its 2015 costing scenarios. The authors also documented substantial country variation and placed the ratio alongside salaries, repetition, non-salary inputs and finance.[REF-07]

preparation, fiscal, capacity, feasibility require ### 71. The place of ratio benchmarks to distinguish authority, delivery, distribution and remedy. Extremely high or low ratios warrant diagnosis, and balanced resource parameters matter. It does not establish a universal optimum. Country geography, school size, curriculum, contact time, teacher preparation and fiscal capacity alter both cost and feasibility.

arrears, recruited, cadres, separately require ### 72. Salary bill and complementary inputs to distinguish authority, delivery, distribution and remedy. Average salary multiplied by teacher count is insufficient where the grade distribution or hardship payments change. Vacancies, arrears and newly recruited cadres are separately shown.

conditions, required, effective, teaching require ### 72. Salary bill and complementary inputs to distinguish authority, delivery, distribution and remedy. The 2003 costing study explicitly protected non-teacher inputs, including materials, development, supervision, assessment and management, because unchecked salary pressure can displace conditions required for effective teaching.[REF-07]

salaries, appear, implementation, schedule require ### 73. Training and transition costs to distinguish authority, delivery, distribution and remedy. Rapid change can also require temporary classrooms, teacher housing, transport or additional supervision. These costs have different timing from salaries and must appear in the implementation schedule.

preparation, period, overstates, capacity require ### 73. Training and transition costs to distinguish authority, delivery, distribution and remedy. Counting the same teacher as fully available for instruction and full-time preparation over the same period overstates capacity.

unfunded, future, sustainable, staffing require ### 74. Fiscal sustainability to distinguish authority, delivery, distribution and remedy. A scenario therefore reports recurrent cost at the horizon, its share of the relevant public resource envelope and the sensitivity to salary and attrition. External finance may support transition, but an unfunded future wage bill is not a sustainable staffing plan.

sequencing, domestic, responsibilities, explicit require ### 74. Fiscal sustainability to distinguish authority, delivery, distribution and remedy. Workforce projections serve that procedure when assumptions, sequencing and domestic responsibilities are explicit.[REF-09]

provision, temporary, missing, records require ### 75. National profile to distinguish authority, delivery, distribution and remedy. It states coverage of non-government provision, temporary staff and missing records.

districts, subjects, retained, shortages require ### 75. National profile to distinguish authority, delivery, distribution and remedy. A defensible statement identifies the scope: for example, aggregate filled FTE equalled modelled national demand under stated assumptions, while specified districts and subjects retained shortages.

personal, characteristics, suppressed, combined require ### 76. Subnational and school-level use to distinguish authority, delivery, distribution and remedy. School-level data are used administratively but public release is governed by privacy, data quality and risk of misinterpretation. Small cells concerning qualification, absence or personal characteristics are suppressed or combined.

correction, accompany, material, deficiencies require ### 76. Subnational and school-level use to distinguish authority, delivery, distribution and remedy. The responsible authority and correction route accompany material deficiencies.

ranking, withheld, clearly, qualified require ### 77. Comparability statement to distinguish authority, delivery, distribution and remedy. If one country reports headcount and another FTE, direct ranking is withheld or clearly qualified.

service, reconstruct, statistical, boundary require ### 77. Comparability statement to distinguish authority, delivery, distribution and remedy. A wider coverage can raise or lower a ratio without a change in service. The user is to be able to reconstruct the statistical boundary from the note.

supports, questions, automatic, sanctions require ### 78. Appropriate and inappropriate uses to distinguish authority, delivery, distribution and remedy. It supports questions, not automatic sanctions.

salary, without, workload, context require ### 78. Appropriate and inappropriate uses to distinguish authority, delivery, distribution and remedy. It is also inappropriate to compare salary cost without workload and price context.

counts, especially, sensitive, classification require ### 79. Pre-primary provision to distinguish authority, delivery, distribution and remedy. The age of children, duration of sessions, group organisation, care and protection responsibilities, adult support and the boundary between education and other early-childhood services affect the required workforce. Titles and preparation routes also vary, making international teacher counts especially sensitive to classification.

equivalents, require, stated, conversion require ### 79. Pre-primary provision to distinguish authority, delivery, distribution and remedy. Their contributions are complementary, but merging them into a single denominator obscures both cost and professional preparation. Where sessions are part day, child and staff full-time equivalents require a stated conversion.

status, continuity, addition, persons require ### 79. Pre-primary provision to distinguish authority, delivery, distribution and remedy. Headcount can substantially exceed FTE, and annual turnover may be masked by short contracts. A pre-primary profile therefore reports hours, setting type, preparation status and continuity in addition to persons.

location, timing, cohort, retained require ### 80. Primary class-teacher systems to distinguish authority, delivery, distribution and remedy. National enrolment divided by a ratio is insufficient because every school has grade-specific, integer requirements. Entry expansion first raises demand in early grades and then moves through the cycle; the location and timing of the cohort must be retained.

represented, trained, teacher, percentage require ### 80. Primary class-teacher systems to distinguish authority, delivery, distribution and remedy. A teacher qualified for primary education under the national rule may still require specific support for an unfamiliar language or combined-grade assignment. Such support is not represented by the trained-teacher percentage.

account, annual, vacancy, snapshot require ### 80. Primary class-teacher systems to distinguish authority, delivery, distribution and remedy. Repeated movement of class teachers can disrupt progression even if each vacancy is filled quickly. The school turnover rate, days without a regular teacher and replacement arrangement provide a stronger account than an annual vacancy snapshot.

subject, offset, shortage, another require ### 81. Lower-secondary subject transition to distinguish authority, delivery, distribution and remedy. The same pupils generate several subject-period requirements, and teachers' timetables contain non-contact preparation and assessment time. A national surplus in one subject does not offset a shortage in another.

calculated, balance, timetable, operate require ### 81. Lower-secondary subject transition to distinguish authority, delivery, distribution and remedy. Permissible solutions include teachers prepared across related fields, coordinated timetables across nearby schools and carefully scheduled itinerant provision. Every solution requires a valid subject-match rule and travel or coordination time. Treating fractional needs as nationally poolable can produce a calculated balance that no timetable can operate.

salary, planning, remain, connected require ### 81. Lower-secondary subject transition to distinguish authority, delivery, distribution and remedy. Hiring subject teachers without the enabling conditions may increase payroll but not the intended curriculum. Workforce and non-salary planning remain connected.

specialists, trained, untrained, through require ### 82. Upper-secondary and vocational programmes to distinguish authority, delivery, distribution and remedy. Occupational expertise may be acquired outside the teacher-training route, while pedagogical preparation remains relevant. The register is to preserve both dimensions instead of classifying all specialists as trained or untrained through one field.

minimum, staffing, independent, enrolment require ### 82. Upper-secondary and vocational programmes to distinguish authority, delivery, distribution and remedy. Their headcount is a poor measure of capacity if each contributes few periods. FTE, timetable availability and continuity across the programme are necessary. Equipment safety and supervision can also set minimum staffing independent of enrolment.

because, employment, remains, funded require ### 82. Upper-secondary and vocational programmes to distinguish authority, delivery, distribution and remedy. Redeployment scenarios state the additional preparation required and do not count a person as immediately deployable merely because an employment post remains funded.

separately, because, sustainability, differ require ### 83. Rapid expansion after policy change to distinguish authority, delivery, distribution and remedy. The first-year plan identifies teachers already qualified but not employed, possible re-entrants, lawful temporary routes, deployable staff and the training capacity required for later years. Each source is reported separately because its cost and sustainability differ.

appointment, arrival, district, school require ### 83. Rapid expansion after policy change to distinguish authority, delivery, distribution and remedy. New posts may be filled first in accessible areas, leaving the intended beneficiaries with larger classes or less-prepared staff. Monitoring therefore compares the pace of enrolment growth, post creation, appointment and arrival by district and school.

condition, duration, corrective, explicit require ### 83. Rapid expansion after policy change to distinguish authority, delivery, distribution and remedy. The planning implication is not to delay access until every input is ideal; it is to make the transition condition, duration and corrective path explicit.[REF-07]

become, unexamined, permanent, payroll require ### 84. Conflict, displacement and institutional interruption to distinguish authority, delivery, distribution and remedy. Historic establishment figures rapidly lose relevance. A temporary register may be necessary, but it records the source and verification status of each entry so that emergency data do not become an unexamined permanent payroll.

service, credentials, records, verified require ### 84. Conflict, displacement and institutional interruption to distinguish authority, delivery, distribution and remedy. Minimum service, safe access, language and psychosocial conditions may require staffing arrangements not captured by ordinary ratios. Teachers themselves may be displaced and require recognition of prior service or credentials where records can be verified.

operational, details, endanger, pupils require ### 84. Conflict, displacement and institutional interruption to distinguish authority, delivery, distribution and remedy. Publishing exact teacher or school locations can create risk. Public accountability can report aggregate coverage and service gaps without releasing operational details that endanger staff or pupils.

treating, epidemic, general, narrative require ### 85. HIV/AIDS and workforce continuity to distinguish authority, delivery, distribution and remedy. The 2003 costing study identifies sickness-related absence, teacher mortality, replacement recruitment, training demand and increased numbers of orphans requiring support as connected consequences. It estimates costs through explicit epidemiological and demographic assumptions rather than treating the epidemic as a general narrative risk.[REF-07]

applicable, employment, health, arrangements require ### 85. HIV/AIDS and workforce continuity to distinguish authority, delivery, distribution and remedy. Individual health status is not needed for routine teacher statistics and must not be inferred. Mortality and long-term absence data may inform projections when collected lawfully; workplace support, leave and replacement are handled through applicable employment and health arrangements.

standards, stripping, experienced, training require ### 85. HIV/AIDS and workforce continuity to distinguish authority, delivery, distribution and remedy. The projection states mortality, long-absence and replacement assumptions and varies them within evidence-based ranges. It also tests the training system's ability to replace losses without lowering preparation standards or stripping experienced staff from training roles.

vulnerability, limited, curriculum, breadth require ### 86. Remote, island and sparsely populated systems to distinguish authority, delivery, distribution and remedy. A school or island may require at least one teacher even when enrolment is very low. National ratios can then appear favourable while the system faces high unit costs, single-teacher vulnerability and limited curriculum breadth.

legitimate, access, apparent, inefficiency require ### 86. Remote, island and sparsely populated systems to distinguish authority, delivery, distribution and remedy. The 2003 costing study expressly notes that low population density and geography can make movement towards a common ratio difficult. A model that ignores this constraint turns legitimate access cost into apparent inefficiency.[REF-07]

service, reducing, nominal, elsewhere require ### 86. Remote, island and sparsely populated systems to distinguish authority, delivery, distribution and remedy. If a one-teacher school loses its teacher, instructional capacity falls to zero. A modest system-level substitute pool, housing provision, scheduled relief and cluster support may have greater service value than reducing the nominal ratio elsewhere.

responsibility, reporting, separate, questions require ### 87. Non-government and community provision to distinguish authority, delivery, distribution and remedy. Coverage is to follow the legal and statistical mandate and is clearly labelled. Public funding, employment responsibility and data reporting are separate questions.

status, endorsement, employment, conditions require ### 87. Non-government and community provision to distinguish authority, delivery, distribution and remedy. Their workload, preparation, payment regularity and continuity still affect pupils. Inclusion in statistics must not be presented as a change in governmental employment status or an endorsement of employment conditions.

assignment, allocated, sector, stated require ### 87. Non-government and community provision to distinguish authority, delivery, distribution and remedy. Person headcount is consolidated within the defined population, while assignment FTE is allocated to each sector under a stated rule.

timetable, school, cannot, unauthorised require ### 88. Decentralised responsibility to distinguish authority, delivery, distribution and remedy. The national information system must therefore distinguish who owns the record and who is accountable for each transition. A central payroll cannot correct a local timetable; a school cannot fund an unauthorised post.

reports, coverage, reporting, authorities require ### 88. Decentralised responsibility to distinguish authority, delivery, distribution and remedy. Local systems can retain operational detail while submitting a controlled set of person, post, assignment and school records. The central publication reports coverage and late or non-reporting authorities.

historical, allocation, unequal, treatment require ### 88. Decentralised responsibility to distinguish authority, delivery, distribution and remedy. Otherwise, variation in ratios cannot be separated into legitimate adaptation, historical allocation or unequal treatment.

publish, results, revisions, unresolved require ### 89. A sequenced national programme to distinguish authority, delivery, distribution and remedy. The second phase is diagnostic: calculate stock, flow, deployment and time measures with uncertainty. The third phase is projection: connect pupil demand, curriculum, workload and exits. The fourth phase is implementation: align training, recruitment, deployment, conditions and finance. The fifth phase is public review: publish results, revisions and unresolved gaps.

improvement, planning, decision, enables require ### 89. A sequenced national programme to distinguish authority, delivery, distribution and remedy. A sophisticated projection cannot repair duplicated persons or invalid school codes. Equally, data cleaning without a decision purpose can consume capacity while vacancies persist. Each data improvement is tied to a planning decision it enables.

responsibility, schedule, therefore, required require ### 90. Institutional responsibilities to distinguish authority, delivery, distribution and remedy. Finance authorities control funding and payroll; employer authorities control appointments; districts and schools confirm assignment and service; training authorities govern preparation; statistical offices maintain classifications and publication standards. A written data-responsibility schedule is therefore required.

improves, factual, legitimacy, decisions require ### 90. Institutional responsibilities to distinguish authority, delivery, distribution and remedy. Teachers and their organisations hold evidence about workload, feasibility, rural conditions and the consequences of timetable rules. Consultation does not replace governmental responsibility; it improves the factual basis and legitimacy of decisions.[REF-02]

counterfactuals, causal, claims, intended require ### 91. Research priorities at the 2013 cut-off to distinguish authority, delivery, distribution and remedy. Evaluation designs need comparison groups or credible counterfactuals where causal claims are intended.

detail, differently, constituted, credentials require ### 91. Research priorities at the 2013 cut-off to distinguish authority, delivery, distribution and remedy. Harmonisation is valuable where it preserves national detail and does not imply that differently constituted credentials are equal.

global, estimate, teacher, shortage require ### 92. Limitations to distinguish authority, delivery, distribution and remedy. Several sources use different reference years, and school-level distributions are not consistently available. This report therefore provides a measurement and planning architecture rather than a new global estimate of teacher shortage.

require, choices, uncertainties, visible require ### 92. Limitations to distinguish authority, delivery, distribution and remedy. It cannot remove uncertainty from demographic projection or predict individual behaviour. It can require that these choices and uncertainties be visible.

concurrent, change, examining, implementation require ### 92. Limitations to distinguish authority, delivery, distribution and remedy. Differences in pupil–teacher ratios, nationally defined preparation status, reported presence or completion do not isolate the effect of one workforce condition from finance, pupil composition, curriculum, school organisation or wider social circumstances. The report therefore does not estimate a causal return to recruitment, class-size change, qualification reform or attendance control. Those questions require designs capable of distinguishing the intervention from concurrent change and of examining implementation over time.

conclusion, substitute, assumed, distribution require ### 92. Limitations to distinguish authority, delivery, distribution and remedy. National and regional aggregates can indicate where further inquiry is required, but they cannot reveal every school, subject or population gap. Conversely, a small number of documented local cases cannot establish a national pattern. The planning method addresses this limitation by moving from aggregate signal to reconciled school and timetable evidence before an allocation decision is made. Where such evidence is absent, the limitation is a reason to narrow the conclusion, not to substitute an assumed distribution.

funded, without, person, present require ### 93. Conclusion to distinguish authority, delivery, distribution and remedy. Headcount alone cannot establish that condition. Neither can a favourable national ratio, a training credential without its definition, or a funded post without a person present to teach.

results, breaks, planning, finding require ### 93. Conclusion to distinguish authority, delivery, distribution and remedy. Where the chain breaks, the break is the planning finding.

protects, aggregate, appearance, balance require ### 93. Conclusion to distinguish authority, delivery, distribution and remedy. A system that makes missing assignments, unresolved vacancies, unequal deployment and lost instructional time visible is better placed to act than one that protects an aggregate appearance of balance.

workload, otherwise, separately, classified require ### 94. General conventions to distinguish authority, delivery, distribution and remedy. “Teacher” denotes a person assigned to direct instruction under the applicable national and international statistical definition. Mixed-function staff are apportioned in FTE measures where valid workload data exist; otherwise they are separately classified.

calculation, suppression, confidentiality, treated require ### 94. General conventions to distinguish authority, delivery, distribution and remedy. Percentages are not calculated where coverage is materially incomplete unless the covered population is explicit. Results are rounded only after calculation. Suppression for confidentiality is not treated as zero.

distance, participation, disclosed, material require ### 95. Denominator control to distinguish authority, delivery, distribution and remedy. Where pupil FTE is unavailable, headcount-based ratios are labelled accordingly. Boarding, distance and part-year participation rules are disclosed where material.

persons, expected, observed, employees require ### 95. Denominator control to distinguish authority, delivery, distribution and remedy. For absence observation, the denominator contains persons expected at the observed time, not all employees.

unless, statistic, expressly, school require ### 96. Distribution control to distinguish authority, delivery, distribution and remedy. Pupil-weighted exposure attaches each pupil to the ratio of the school attended. District aggregates are calculated from district totals rather than averaging school ratios unless the statistic is expressly the mean school ratio.

For level (l), location (g), subject or function (s), and period (t):

T_{lgs,t+1}=T_{lgs,t}+E_{lgs,t}+R_{lgs,t}+M^{in}_{lgs,t}-A_{lgs,t}-M^{out}_{lgs,t}+C_{lgs,t}

where (T) is stock, (E) first entry, (R) re-entry, (M) transfer or migration, (A) attrition and (C) verified correction. Every term uses the same headcount or FTE basis.

required, calculated, separately, cohort require ### 98. Recruitment requirement to distinguish authority, delivery, distribution and remedy. Candidate completions required equal appointments divided by expected appointment yield. If preparation completion yield is below one, admissions required are calculated separately using a cohort model.

understates, demand, residual, classes require ### 99. Class-based demand to distinguish authority, delivery, distribution and remedy. Aggregation occurs after school calculation. Rounding only after national aggregation understates demand where many small residual classes exist.

schools, travel, schedules, incompatible require ### 100. Period-based demand to distinguish authority, delivery, distribution and remedy. Fractional needs cannot automatically be pooled across schools where travel makes schedules incompatible.

service, consequences, reducing, preventable require ### 101. Availability adjustment to distinguish authority, delivery, distribution and remedy. The adjustment is scenario-specific. It is not a licence to normalise avoidable absence; improvement cases show the workforce and service consequences of reducing preventable loss.

matches, reviewed, determine, identity require ### 102. Identity and duplication to distinguish authority, delivery, distribution and remedy. Matches are reviewed; rule-based flags do not determine identity.

period, transactions, entered, retain require ### 103. Temporal validity to distinguish authority, delivery, distribution and remedy. Assignment, qualification and employment statuses are valid on the reference date. A school code is active for the same period. Transactions entered late retain both event and entry dates.

cannot, exceed, funded, establishment require ### 104. Internal consistency to distinguish authority, delivery, distribution and remedy. Timetable periods do not overlap. Teacher level and subject codes are compatible with the assignment rule or carry a mismatch status. Funded vacancies cannot exceed funded establishment.

reports, counts, number, resolved require ### 105. External reconciliation to distinguish authority, delivery, distribution and remedy. Differences are classified by timing, coverage, definition or unresolved error. A reconciliation statement reports both counts and the number resolved.

training, appointment, salary, allowance require ### 106. Required assumptions to distinguish authority, delivery, distribution and remedy.

redistribution, minimum, schools, tested require ### 107. Sensitivities to distinguish authority, delivery, distribution and remedy. Where salary expenditure is material, salary growth and grade distribution are varied. Where remoteness is material, the feasibility of redistribution and the cost of minimum schools are tested.

actual, results, compared, projection require ### 108. Decision record to distinguish authority, delivery, distribution and remedy. It names the authority responsible for each implementation condition and the date on which actual results will be compared with the projection.

estimates, without, appropriate, weighting require ### 109. Sampling to distinguish authority, delivery, distribution and remedy. Probability selection supports system inference. Purposeful visits can investigate known risks but are not combined with probability estimates without appropriate weighting.

during, fieldwork, reduce, anticipation require ### 110. Observation to distinguish authority, delivery, distribution and remedy. They do not classify the reason for absence without subsequent verification. Visit date and time are protected during fieldwork to reduce anticipation.

reviewed, classifications, states, unresolved require ### 111. Verification and response to distinguish authority, delivery, distribution and remedy. Individual due procedure is preserved. The statistical report uses aggregate, reviewed classifications and states the share unresolved.

access, limited, correction, available require ### 112. Ethical controls to distinguish authority, delivery, distribution and remedy. Observation does not intrude on instruction beyond what is necessary. Data are retained only for the authorised purpose, with access limited and correction available.

source, narrative, claims, exceed require ### 113. Release checklist to distinguish authority, delivery, distribution and remedy.

deployment, without, distributional, evidence require ### 114. Interpretation checklist to distinguish authority, delivery, distribution and remedy.

system, planning, declare, individual require ### 115. Final interpretive position to distinguish authority, delivery, distribution and remedy. It requires a result matched to the strength of evidence. A verified national headcount may be published as headcount; it is not converted rhetorically into classroom availability. A sampled presence estimate may inform system planning; it is not used to declare individual fault.

assumption, recorded, instruction, received require ### 115. Final interpretive position to distinguish authority, delivery, distribution and remedy. That standard protects teachers from unsupported inference, protects public funds from false reconciliation and protects pupils from the assumption that a recorded post is the same as instruction received.

support, functions, occupational, establishment require ### 116. Purpose and boundary to distinguish authority, delivery, distribution and remedy. It is not a general reduction exercise. Its reference population comprises every active school and programme within the stated sector, together with central or district teaching-support functions that draw from the same occupational establishment.

funded, filled, assigned, instructional require ### 116. Purpose and boundary to distinguish authority, delivery, distribution and remedy. For each school it records projected pupils, grades, classes, curriculum periods, approved school hours, leadership arrangements, specialised obligations and justified minimum staffing. It then compares calculated entitlement, authorised posts, funded posts, filled FTE and assigned instructional FTE.

extract, school, school, census require ### 117. Baseline freeze and transaction window to distinguish authority, delivery, distribution and remedy. Appointments, transfers, exits and school changes occurring after that date remain in a transaction window and are not mixed into the snapshot. Without this separation, a person may appear at an old school in the personnel extract and at a new school in the school census.

transactions, produces, second, position require ### 117. Baseline freeze and transaction window to distinguish authority, delivery, distribution and remedy. It is frozen statistically so that every comparison refers to a reproducible point. The final review applies validated transactions and produces a second dated position.

authority, reason, expiry, review require ### 118. Entitlement calculation to distinguish authority, delivery, distribution and remedy. It specifies upward rounding, treatment of combined grades, leadership release, subjects, shifts, small schools and travelling staff. Exceptions carry an authority, reason and expiry or review date.

entitlement, educational, assumptions, reviewed require ### 118. Entitlement calculation to distinguish authority, delivery, distribution and remedy. Applying a national ratio first can suppress the indivisible staffing requirements of small schools. Conversely, school-level calculation without a rule for feasible multi-grade organisation can overstate need. Both the entitlement and its educational assumptions are reviewed.

minimum, mismatch, prevents, redistribution require ### 119. Comparison states to distinguish authority, delivery, distribution and remedy. A second classification tests subject, grade and qualification fit. A school at aggregate entitlement but lacking a teacher for a required subject is not fully staffed. A school above aggregate entitlement may nevertheless have a justified minimum or a mismatch that prevents redistribution.

excess, enters, redistribution, scenario require ### 120. Treatment of apparent surplus to distinguish authority, delivery, distribution and remedy. The review tests minimum school staffing, actual timetable, part-time fractions, impending retirement, approved leave, language or specialist functions, travel feasibility and expected enrolment. Only the remaining deployable excess enters a redistribution scenario.

without, filling, target, vacancy require ### 120. Treatment of apparent surplus to distinguish authority, delivery, distribution and remedy. A scenario that counts every numerical surplus as immediately movable overstates implementation capacity and can disrupt schools without filling the target vacancy.

temporary, measures, identified, condition require ### 121. Treatment of shortage to distinguish authority, delivery, distribution and remedy. A timetable adjustment may resolve a fractional subject gap within a term; recruitment may require a year; preparation of new teachers may require several years. Temporary measures are identified as such and carry an end condition.

recruitment, deployment, school, organisation require ### 121. Treatment of shortage to distinguish authority, delivery, distribution and remedy. Shortage caused by a genuine service obligation becomes part of the recruitment, deployment or school-organisation plan.

personal, records, remain, protected require ### 122. Review safeguards to distinguish authority, delivery, distribution and remedy. The review distinguishes correction of fact from appeal against policy. Aggregate findings are published with methods, while personal records remain protected.

expressly, requires, current, status require ### 123. Qualification rule register to distinguish authority, delivery, distribution and remedy. Historical records are evaluated under the rule applicable at the reference date unless the policy question expressly requires current status.

discontinuity, improvement, decline, capability require ### 123. Qualification rule register to distinguish authority, delivery, distribution and remedy. Time-series publication therefore provides both the legal-definition series and, where feasible, a constant-definition analytical series. It does not describe the discontinuity as improvement or decline in capability.

pending, remain, pending, unknown require ### 124. Credential verification to distinguish authority, delivery, distribution and remedy. It does not evaluate the quality of an individual teacher. Where original records are unavailable, the competent authority applies a documented alternative-evidence procedure. Pending cases remain pending or unknown.

separate, fields, national, distinguish require ### 124. Credential verification to distinguish authority, delivery, distribution and remedy. The statistical office does not infer equivalence from title similarity. Recognition for employment and evidence of subject preparation are maintained as separate fields where national rules distinguish them.

matrix, specific, occupation, sufficient require ### 125. Match matrix to distinguish authority, delivery, distribution and remedy. It may contain full match, accepted related field, provisional match requiring support, and no established match. The matrix is level-specific and dated. Broad occupation codes are not sufficient.

rather, substitute, initial, qualification require ### 126. In-service preparation to distinguish authority, delivery, distribution and remedy. Attendance at a short activity does not alter trained status unless the national rule expressly provides that result. Professional development is analysed as continuing preparation rather than a substitute label for initial qualification.

current, contact, effects, belong require ### 126. In-service preparation to distinguish authority, delivery, distribution and remedy. If training occurs during scheduled instruction, the replacement or rescheduling arrangement is recorded. A programme can strengthen future capacity while temporarily reducing current contact time; both effects belong in the plan.

planning, support, question, governing require ### 127. Interpretation to distinguish authority, delivery, distribution and remedy. It does not prove command of content, pedagogy or pupil learning. Conversely, a mismatch classification does not prove ineffective teaching: experienced teachers may have acquired substantial competence outside the recognised route. The measure identifies a planning and support question under the governing rule.

periods, delivered, proportion, interchangeable require ### 128. Estimand to distinguish authority, delivery, distribution and remedy. Alternative estimands include the proportion of teachers absent at least once across visits, the proportion of scheduled periods delivered and the proportion of pupil-hours lost. They are not interchangeable.

location, excluded, expected, verification require ### 128. Estimand to distinguish authority, delivery, distribution and remedy. Persons not scheduled at that time, no longer assigned, or lawfully working at another location are excluded from “expected” only after verification.

target, teacher, opportunities, exposure require ### 129. Sampling unit and weighting to distinguish authority, delivery, distribution and remedy. Selection probabilities are retained. Estimates use weights and account for clustering. A simple mean across visited schools can overrepresent small schools if the target is teacher opportunities or pupil exposure.

estimates, published, sample, supports require ### 129. Sampling unit and weighting to distinguish authority, delivery, distribution and remedy. Oversampled strata are returned to their population weight for national estimates. Separate estimates are published only where sample size supports them.

predictable, schedule, changes, behaviour require ### 130. Visit frequency to distinguish authority, delivery, distribution and remedy. Repeated visits permit analysis of recurrence and seasonality. The interval and visit window are chosen without creating a predictable schedule that changes behaviour.

converting, unknown, unauthorised, absence require ### 131. Reason verification to distinguish authority, delivery, distribution and remedy. A separate verification procedure checks authorised leave, training, official duty and assignment. “Unknown reason” remains a result where evidence is not available. The analysis can report total absence and the verified distribution of reasons without converting unknown cases into unauthorised absence.

substitution, easier, school, results require ### 132. Non-response and closure to distinguish authority, delivery, distribution and remedy. If closure is itself part of service availability, it enters the appropriate estimate. Security or access non-response is reported and may require adjustment; substitution with an easier school can bias results.

estimate, allege, individual, misconduct require ### 133. Reporting conduct to distinguish authority, delivery, distribution and remedy. Preliminary results are labelled. The report does not publish names or use a system estimate to allege individual misconduct.

prepared, distribution, growth, determine require ### 134. Rapid primary-entry expansion to distinguish authority, delivery, distribution and remedy. The immediate requirement is estimated by school and grade, not by applying a national ratio to total enrolment. Existing classrooms, double-shift feasibility, teacher candidates already prepared and the distribution of growth determine what can open on time.

budget, profiles, differ, between require ### 134. Rapid primary-entry expansion to distinguish authority, delivery, distribution and remedy. A one-year entry bulge progresses through the cycle; its teacher and classroom requirement moves by grade. If participation remains permanently higher, later cohorts sustain the expansion. Recruitment, preparation and budget profiles differ between these cases.

workforce, preparation, costed, together require ### 134. Rapid primary-entry expansion to distinguish authority, delivery, distribution and remedy. The experience documented in the 2003 universal-primary-education study, including instances where rapid expansion raised ratios and increased reliance on unqualified teachers, shows why access and workforce preparation must be costed together.[REF-07]

access, minimum, presence, required require ### 135. Small remote school cluster to distinguish authority, delivery, distribution and remedy. A national efficiency screen might identify surplus. The appropriate analysis maps travel time, road seasonality, grade combinations, teacher skills, community access and the minimum adult presence required.

scenario, compares, service, received require ### 135. Small remote school cluster to distinguish authority, delivery, distribution and remedy. Closure or consolidation is not treated as a staffing calculation alone because distance can exclude children. The scenario compares service received, not only FTE saved.

feasible, school, assignments, tested require ### 136. Secondary subject imbalance to distinguish authority, delivery, distribution and remedy. Person counts cannot resolve the conflict. Timetables are converted into subject periods, credentials are mapped under the match matrix, and feasible cross-school assignments are tested.

changes, subject, matched, capacity require ### 136. Secondary subject imbalance to distinguish authority, delivery, distribution and remedy. Each has lead time and quality conditions. Redeploying an unmatched surplus into a vacancy changes the post count but not subject-matched capacity.

account, preparation, duration, completion require ### 137. Ageing workforce to distinguish authority, delivery, distribution and remedy. The projection uses actual eligibility and observed retirement timing, not age alone. Candidate admissions are increased early enough to account for preparation duration and completion yield.

available, supported, evidence, uptake require ### 137. Ageing workforce to distinguish authority, delivery, distribution and remedy. Phased retirement or return arrangements are modelled only if legally available and supported by evidence of uptake.

school, closure, delivered, periods require ### 138. High recorded absence to distinguish authority, delivery, distribution and remedy. Before sanction or additional recruitment, the authority verifies leave, official duties, training schedules, payment delays, housing, travel and replacement. It also examines school closure and delivered periods.

therefore, different, action, according require ### 138. High recorded absence to distinguish authority, delivery, distribution and remedy. If assignment records are wrong, the response is reconciliation. If unexplained recurrent absence remains after due procedure, employment controls may apply. The same rate can therefore lead to different action according to cause.

finding, automatically, payroll, administrative require ### 139. Payroll growth without instructional growth to distinguish authority, delivery, distribution and remedy. Reconciliation tests central assignments, new leadership release, leave, delayed deployment, duplicates and expansion in non-school functions. The finding is not automatically payroll fraud or administrative waste.

assignments, teacher, service, planning require ### 139. Payroll growth without instructional growth to distinguish authority, delivery, distribution and remedy. Only validated instructional assignments enter the pupil–teacher ratio used for service planning.

administrative, action, proportionate, evidence require ### 140. Case conclusion to distinguish authority, delivery, distribution and remedy. Each begins by selecting the unit appropriate to the decision and tracing the point at which recorded resources cease to be deployable service. This discipline prevents ratio targets from substituting for diagnosis and keeps administrative action proportionate to evidence.

silently, absorbed, projected, change require ### 141. Base-year reconstruction to distinguish authority, delivery, distribution and remedy. Opening pupil and teacher stocks refer to the same school year and education boundary. Late census returns, duplicate schools, teachers assigned outside the level and unresolved payroll records are identified. A base-year adjustment is documented rather than silently absorbed into the first projected change.

delayed, organisational, constraints, applied require ### 141. Base-year reconstruction to distinguish authority, delivery, distribution and remedy. Teacher stocks are held by person, FTE, assignment, subject or grade capability and employment status. Aggregation is delayed until the organisational constraints have been applied.

migration, record, corrections, explicit require ### 142. Pupil-flow component to distinguish authority, delivery, distribution and remedy. New entrants are derived from the relevant age population and entry assumptions or from a separately estimated intake series. The sum of outcomes for a grade cohort is reconciled to the opening cohort, with migration and record corrections explicit.

ranges, preferable, invented, transition require ### 142. Pupil-flow component to distinguish authority, delivery, distribution and remedy. A gross-enrolment trend does not permit precise grade-flow projection. In that case, broader demand ranges are preferable to invented transition rates.

against, prescribed, instructional, period require ### 143. Class and period formation to distinguish authority, delivery, distribution and remedy. The upward-rounding rule is applied, and approved combined-grade arrangements are incorporated. For specialist teaching, classes are multiplied by curriculum periods by subject. The resulting timetable demand is checked against the total prescribed instructional period.

introduced, solely, arithmetic, reduce require ### 143. Class and period formation to distinguish authority, delivery, distribution and remedy. A new school changes minimum staffing and distribution even if total enrolment remains unchanged. Consolidation changes travel and access and is not introduced solely as an arithmetic means to reduce FTE.

national, boundary, genuinely, changes require ### 144. Teacher-flow component to distinguish authority, delivery, distribution and remedy. First entry, re-entry, retirement, resignation, mortality, dismissal, transfer and workload change have separate rates or counts. The model prevents a transfer between districts from becoming both a national exit and entry unless the national boundary genuinely changes.

recruit, candidates, pathway, supply require ### 144. Teacher-flow component to distinguish authority, delivery, distribution and remedy. Candidate cohorts complete after the applicable programme duration, and only the expected eligible and appointed share reaches the teacher stock. An unconstrained recruitment case may be shown to describe need, but the operational case cannot recruit more candidates than the pathway can supply.

supply, feasible, deployment, reported require ### 145. Deployment component to distinguish authority, delivery, distribution and remedy. Perfect allocation is not assumed. Historical vacancy duration, subject scarcity, geographic constraints and transfer limits inform the deployable share. The difference between total supply and feasible deployment is reported.

assumed, consultation, notice, required require ### 145. Deployment component to distinguish authority, delivery, distribution and remedy. The model records the year in which movement can occur. Immediate transfer at the base date is not assumed when consultation and notice are required.

identical, absence, mechanically, school require ### 146. Instructional-capacity component to distinguish authority, delivery, distribution and remedy. The sequence is defined to avoid applying the same loss twice. Where only one availability estimate exists, scenarios use an interval and do not distribute identical absence mechanically to every school.

teacher, equation, reported, separately require ### 146. Instructional-capacity component to distinguish authority, delivery, distribution and remedy. Pupil-received hours additionally require pupil attendance; this lies outside the teacher-stock equation and is reported separately.

unstable, assumptions, coding, errors require ### 147. Back-testing to distinguish authority, delivery, distribution and remedy. Differences are decomposed into demographic, enrolment, attrition, recruitment, deployment and data-revision components. Back-testing does not validate an unchanged future, but it reveals unstable assumptions and coding errors.

outlook, changed, revised, baseline require ### 148. Version control to distinguish authority, delivery, distribution and remedy. A new release does not overwrite the prior scenario. Decision-makers can therefore distinguish a changed outlook from a changed model or revised baseline.

concentrated, identify, authority, respond require ### 149. Purpose to distinguish authority, delivery, distribution and remedy. It is not a league table. Its purpose is to locate service constraints, determine whether they are widespread or concentrated and identify the authority able to respond.

operation, conditions, relevant, interpretation require ### 150. Common core and contextual module to distinguish authority, delivery, distribution and remedy. The contextual module records remoteness, school size, language, conflict or displacement, shift operation and other conditions relevant to interpretation.

avoidable, inequality, without, evidence require ### 150. Common core and contextual module to distinguish authority, delivery, distribution and remedy. Contextual variables explain why equal ratios do not necessarily imply equal provision. They are not used to excuse avoidable inequality without evidence.

source, permits, defensible, mapping require ### 151. Geographic unit to distinguish authority, delivery, distribution and remedy. Publication therefore includes both administrative aggregates and school-distribution statistics. Boundary changes are versioned; historical values are recast only where the source permits a defensible mapping.

ratios, residence, access, analysis require ### 151. Geographic unit to distinguish authority, delivery, distribution and remedy. Counting the full person in each region inflates the national total. Pupils are assigned to the school attended for service ratios and to residence for access analysis where both data exist.

category, treated, household, characteristic require ### 152. Equity stratification to distinguish authority, delivery, distribution and remedy. The stratifier must be measured at the appropriate unit. A district poverty category is not treated as a household characteristic for every pupil.

service, without, publishing, identifiable require ### 152. Equity stratification to distinguish authority, delivery, distribution and remedy. Small groups are combined or suppressed, and suppression does not erase the need for administrative response. Narrative findings can identify a protected service gap without publishing identifiable cells.

replace, published, underlying, measures require ### 153. Regional typology to distinguish authority, delivery, distribution and remedy. Grouping is based on disclosed variables and does not replace the published underlying measures.

assistance, planning, documented, problem require ### 153. Regional typology to distinguish authority, delivery, distribution and remedy. They are not institutional labels or permanent judgements. Their value lies in matching technical assistance and planning tools to a documented problem.

removed, merely, because, inconvenient require ### 154. Outlier review to distinguish authority, delivery, distribution and remedy. A very low ratio may result from a small denominator, closure, duplicated staff or justified minimum provision. A very high ratio may reflect missing teachers, double shifts or an enrolment surge. The validated value remains in the distribution; it is not removed merely because it is inconvenient.

assigned, authority, competence, resources require ### 155. Narrative standard to distinguish authority, delivery, distribution and remedy. It avoids adjectives of praise or blame. Where a region differs from the national result, the report identifies the magnitude, period and relevant context. Recommendations are assigned to the authority with the competence and resources to act.

facilities, separated, recurrent, expenditure require ### 156. Cost boundary to distinguish authority, delivery, distribution and remedy. Capital costs such as housing or new training facilities are separated from recurrent expenditure.

implying, source, changes, educational require ### 156. Cost boundary to distinguish authority, delivery, distribution and remedy. Nominal and real series are not mixed. Foreign-financed and domestically financed components are separately visible where this affects sustainability, without implying that one source changes the educational value of the input.

appointment, vacancy, timing, included require ### 157. Salary calculation to distinguish authority, delivery, distribution and remedy. Entry cohorts begin at their applicable point; promotions, increments and retirement alter the distribution over time. Part-year appointment and vacancy timing are included.

absence, execution, efficiency, saving require ### 157. Salary calculation to distinguish authority, delivery, distribution and remedy. An allowance that is legally due but historically delayed remains a liability; its absence from cash execution is not an efficiency saving.

constrain, expansion, nominally, available require ### 158. Preparation cost to distinguish authority, delivery, distribution and remedy. If the completion yield is 80 per cent, funding only the number of eventual appointments as entrants understates capacity. Practicum, instructor supply and facilities can constrain expansion even when funds are nominally available.

rather, burying, average, training require ### 158. Preparation cost to distinguish authority, delivery, distribution and remedy. The model records these as policy components rather than burying them in an average training cost.

producing, apparent, underspending, service require ### 159. Recruitment and induction to distinguish authority, delivery, distribution and remedy. Large recruitment exercises also require processing capacity. Delayed appointment can leave funded posts vacant for part of the school year, producing apparent underspending and real service loss.

effect, existing, instructional, capacity require ### 159. Recruitment and induction to distinguish authority, delivery, distribution and remedy. Its cost can appear as release time or additional staffing rather than a cash payment. Excluding it assumes that induction has no effect on existing instructional capacity.

finance, receipt, retention, announcement require ### 160. Deployment supports to distinguish authority, delivery, distribution and remedy. The 1966 Recommendation provides an international basis for attention to accommodation, travel and hardship in remote areas. The finance model tests receipt and retention, not announcement alone.[REF-02]

scenario, nevertheless, states, dependency require ### 160. Deployment supports to distinguish authority, delivery, distribution and remedy. The education budget records only its share where an agreed allocation exists; the staffing scenario nevertheless states the dependency.

explained, quality, system, management require ### 161. Complementary educational inputs to distinguish authority, delivery, distribution and remedy. The 2003 universal-primary-education model used a distinct share for inputs other than teacher salaries and explained their role in quality and system management.[REF-07]

support, operate, within, amount require ### 161. Complementary educational inputs to distinguish authority, delivery, distribution and remedy. It requires the scenario to show what remains after workforce costs and whether the curriculum and professional support can operate within that amount.

inputs, narrow, accounting, coverage require ### 162. Fiscal indicators to distinguish authority, delivery, distribution and remedy. These measures require context; a high salary share can reflect underfunded non-salary inputs, large staff need or narrow accounting coverage.

without, workload, curriculum, context require ### 162. Fiscal indicators to distinguish authority, delivery, distribution and remedy. It is an efficiency diagnostic, not a wage judgement, and is not compared across systems without price, workload and curriculum context.

cannot, removed, omitting, required require ### 163. Financing gap to distinguish authority, delivery, distribution and remedy. Aspirational funds are not counted as available. A gap can be reduced by additional finance, changed sequencing or genuine efficiency improvement; it cannot be removed by omitting required costs.

transitional, requires, continuation, decision require ### 164. Sustainability test to distinguish authority, delivery, distribution and remedy. Sensitivity tests cover salary, exchange-rate exposure where relevant, attrition and enrolment. A plan that can be financed only during the initial project period is identified as transitional and requires a continuation decision.

replace, history, required, analysis require ### 165. Personnel event record to distinguish authority, delivery, distribution and remedy. Appointment, confirmation, workload change, qualification recognition, assignment, leave, return, promotion, transfer and exit are separate dated events. A current-status table may be derived from them, but it does not replace the history required for stock-and-flow analysis.

duplicate, records, remains, auditable require ### 165. Personnel event record to distinguish authority, delivery, distribution and remedy. Corrections identify the field corrected and retain the superseded value under controlled access. Deletion is restricted to invalid duplicate records and remains auditable.

reauthorised, destination, history, overwritten require ### 166. Post record to distinguish authority, delivery, distribution and remedy. A post transferred between schools is closed at the origin and opened or reauthorised at the destination; its history is not overwritten.

available, filling, stated, definition require ### 166. Post record to distinguish authority, delivery, distribution and remedy. A person can be linked to more than one fractional post, but the combined workload control applies. A post without a person is a vacancy only if it is funded and available for filling under the stated definition.

unresolved, identity, assignment, differences require ### 167. School census teacher module to distinguish authority, delivery, distribution and remedy. The school head certifies the return, and the district validates unresolved identity or assignment differences.

authoritative, personnel, record, directly require ### 167. School census teacher module to distinguish authority, delivery, distribution and remedy. It collects school-level facts needed for reconciliation. Pre-populated fields can reduce burden, but schools must be able to report a factual discrepancy without altering the authoritative personnel record directly.

record, editing, approved, timetable require ### 168. Timetable module to distinguish authority, delivery, distribution and remedy. The cycle start and end dates permit term changes. Cancelled or replaced periods are held in a delivery record, not by editing the approved timetable after the event.

school, correction, documented, exception require ### 168. Timetable module to distinguish authority, delivery, distribution and remedy. A flagged conflict is returned to the school for correction or a documented exception.

completion, recognition, employment, eligibility require ### 169. Training-provider cohort module to distinguish authority, delivery, distribution and remedy. Candidate linkage uses protected identifiers under lawful arrangements. Aggregate publication distinguishes provider-reported completion from recognition and employment eligibility.

duration, requirements, receive, effective require ### 169. Training-provider cohort module to distinguish authority, delivery, distribution and remedy. Changes to programme duration or requirements receive an effective date.

fields, completed, authorised, personnel require ### 170. Absence and delivery observation form to distinguish authority, delivery, distribution and remedy. It does not ask the observer to judge whether absence is lawful. Verification fields are completed later by authorised personnel.

controlled, categories, aggregate, statistics require ### 170. Absence and delivery observation form to distinguish authority, delivery, distribution and remedy. They remain in the field dataset and are handled under the sampling protocol. Free-text notes support resolution but are not substituted for controlled categories in aggregate statistics.

records, discarded, because, records require ### 171. Data transfer and validation to distinguish authority, delivery, distribution and remedy. Each submission has reporting period, producing authority, creation date, record count and checksum. Rejected records return a specific error; valid records are not discarded because other records fail.

totals, revisions, tables, disclosure require ### 171. Data transfer and validation to distinguish authority, delivery, distribution and remedy. Entry checks format and code validity. Consolidation checks cross-source identity and timing. Pre-publication checks totals, revisions, tables and disclosure risk.

statistical, analysis, public, release require ### 172. Retention and confidentiality to distinguish authority, delivery, distribution and remedy. Public analytical files remove direct identifiers and limit combinations that permit re-identification. Access roles distinguish payroll operation, personnel administration, statistical analysis and public release.

release, follows, revision, policy require ### 172. Retention and confidentiality to distinguish authority, delivery, distribution and remedy. When correction materially changes an aggregate, the statistical release follows the revision policy.

indicator, permissible, before, collection require ### 173. Measurement risk to distinguish authority, delivery, distribution and remedy. Examples include headcount used as labour input, payroll used as presence, trained status used as effectiveness and ratio used as class size. The control is conceptual before it is technical: the indicator name, unit and permissible claim are fixed before collection.

reconciliation, multiple, measures, reduce require ### 174. Administrative gaming to distinguish authority, delivery, distribution and remedy. Posts may be reclassified, pupils shifted between dates, teachers temporarily reassigned for the census or unknown qualifications coded as compliant. Independent reconciliation and multiple measures reduce this risk.

against, preparation, lawful, workload require ### 174. Administrative gaming to distinguish authority, delivery, distribution and remedy. A drive to lower vacancies is checked against arrival and retention; a drive to increase trained share is checked against unknown status and subject match; a drive to increase contact time is checked against preparation and lawful workload.

curriculum, continuity, before, implementation require ### 175. Perverse redistribution to distinguish authority, delivery, distribution and remedy. The safeguard is a service-based entitlement with minimums and contextual evidence. Redistribution is tested for access, curriculum and continuity before implementation.

teachers, absence, qualification, tables require ### 176. Workforce rights and due procedure to distinguish authority, delivery, distribution and remedy. Statistical anomalies are not disciplinary findings. Individuals receive applicable notice, evidence and review before adverse employment action. Aggregate reporting does not name teachers in absence or qualification tables.

assessment, within, education, service require ### 176. Workforce rights and due procedure to distinguish authority, delivery, distribution and remedy. The 1966 Recommendation provides a basis for participation and objective assessment within the education service.[REF-02]

mortality, absence, evidence, sufficient require ### 177. Privacy and security to distinguish authority, delivery, distribution and remedy. Collection is limited to necessary fields. Health status is not gathered for routine workforce planning when aggregate mortality or absence evidence is sufficient.

locations, aggregated, during, conflict require ### 177. Privacy and security to distinguish authority, delivery, distribution and remedy. Public tables use suppression, aggregation or controlled rounding where small cells could identify a person. Security-sensitive school locations can be aggregated during conflict.

school, teachers, unknown, assignments require ### 178. Statistical uncertainty to distinguish authority, delivery, distribution and remedy. Sampling error, model range, classification uncertainty and coverage gap are separate limitations. A narrow model interval does not compensate for missing private-school teachers or unknown assignments.

matrix, reviewed, before, release require ### 179. Policy overclaim to distinguish authority, delivery, distribution and remedy. A credential share does not establish classroom practice. The safeguard is a claim-evidence matrix reviewed before release.

action, reviewable, against, result require ### 180. Proportionality test to distinguish authority, delivery, distribution and remedy. Is the proposed action connected to its cause? Is a less disruptive effective action available? Are impacts on underserved pupils and teachers assessed? Is the action reviewable against a dated result?

service, failure, directly, observed require ### 180. Proportionality test to distinguish authority, delivery, distribution and remedy. It also prevents data limitations from indefinitely delaying a necessary response where the service failure is directly observed.

affected, finding, technical, register require ### 181. Disclosure of unresolved risk to distinguish authority, delivery, distribution and remedy. A publication can pass statistical preparation while noting that a material share of credentials remains unverified or that presence estimates exclude inaccessible areas. The limitation appears with the affected finding and in the technical register.

decision, prevented, feasible, improvement require ### 182. Opening assessment to distinguish authority, delivery, distribution and remedy. Each domain is classified by evidence available, decision prevented and feasible next improvement.

visible, because, different, decision require ### 182. Opening assessment to distinguish authority, delivery, distribution and remedy. A single score would allow strength in payroll to offset absence of assignment data. The domains remain visible because each can block a different decision.

unresolved, exceptions, included, results require ### 183. First operational cycle to distinguish authority, delivery, distribution and remedy. It need not await a complete historical series. Unknown status and unresolved exceptions are included as results.

consequential, descriptive, fields, follow require ### 183. First operational cycle to distinguish authority, delivery, distribution and remedy. Less consequential descriptive fields can follow.

unavailable, narrows, evidence, improves require ### 184. Projection cycle to distinguish authority, delivery, distribution and remedy. The first projection may use broad attrition or training-yield ranges if detailed cohorts are unavailable. The range narrows only as evidence improves.

counts, salary, school, combined require ### 184. Projection cycle to distinguish authority, delivery, distribution and remedy. Separate projections that use different teacher counts, salary bases or school years are not combined in a final total.

actions, scheduled, effective, responsibilities require ### 185. Deployment cycle to distinguish authority, delivery, distribution and remedy. The authority then classifies shortage, justified minimum, feasible surplus and mismatch. Movement, recruitment and support actions are scheduled with effective dates and responsibilities.

Implementation monitoring records appointment, arrival, timetable assignment and retention. A transfer order or signed contract is an intermediate event, not the service result.

correction, protocol, remains, publication require ### 186. Statistical release cycle to distinguish authority, delivery, distribution and remedy. Tables are generated from the same controlled data used for the narrative. A correction protocol remains open after publication.

assignment, transactions, unless, included require ### 187. Institutional capability to distinguish authority, delivery, distribution and remedy. Training is directed to actual functions. A central statistical course does not equip district officers to resolve transfer and assignment transactions unless those tasks are included.

Documentation is an operational asset. Definitions, code lists, validation rules and recurring procedures are maintained so that the system does not depend on one individual.

projection, residuals, publication, correction require ### 188. Capability indicators to distinguish authority, delivery, distribution and remedy. Relevant indicators include the share of active persons with valid assignment, the proportion of post and payroll exceptions resolved within the period, reporting timeliness, credential verification coverage, projection residuals and publication correction time.

accompanied, resources, needed, improve require ### 188. Capability indicators to distinguish authority, delivery, distribution and remedy. They are owned by the responsible office and accompanied by the resources needed to improve them.

revisions, through, governed, procedures require ### 189. Maintenance to distinguish authority, delivery, distribution and remedy. Annual clean-up cannot substitute for timely transaction control. Code changes, school openings and policy revisions enter through governed procedures.

revised, retired, documented, series require ### 189. Maintenance to distinguish authority, delivery, distribution and remedy. Measures that no longer serve a decision are revised or retired with a documented series break.

account, remains, accurate, establish require ### 190. Final implementation principle to distinguish authority, delivery, distribution and remedy. It is to produce timely, limited and trustworthy evidence that connects public expenditure to instruction. The implementation programme is successful when vacancies, deployment gaps and lost time can be identified early enough for a responsible authority to act and when the public account remains accurate about what the data do not establish.

defining, element, receives, version require ### 191. Metadata as part of the result to distinguish authority, delivery, distribution and remedy. Name, purpose, population, unit, numerator, denominator, reference period, source, collection method, coverage, calculation, revision and limitation are held in one controlled record. A change in any defining element receives a new version.

detail, affects, meaning, cannot require ### 191. Metadata as part of the result to distinguish authority, delivery, distribution and remedy. Detail that affects only processing can remain internal; detail that affects meaning cannot.

defines, reference, active, employment require ### 192. Teacher headcount metadata to distinguish authority, delivery, distribution and remedy. It defines the reference date and the rule for active employment.

unless, assignment, function, measure require ### 192. Teacher headcount metadata to distinguish authority, delivery, distribution and remedy. If cross-sector identity cannot be reconciled, sector totals are published without claiming that their sum is a unique-person total. A teacher headcount is not described as available or classroom teaching unless assignment and function are part of the measure.

teaching, instructional, separate, indicator require ### 193. Full-time-equivalent metadata to distinguish authority, delivery, distribution and remedy. Contracted FTE, assigned teaching FTE and instructional FTE have separate indicator codes.

workloads, comparisons, identify, whether require ### 193. Full-time-equivalent metadata to distinguish authority, delivery, distribution and remedy. One universal divisor is not applied to incompatible workloads. Comparisons identify whether pupil FTE is also used.

definition, reported, development, indicators require ### 194. Pupil–teacher ratio metadata to distinguish authority, delivery, distribution and remedy. The record specifies sector coverage, assignment treatment and whether teachers are counted regardless of actual teaching assignment, as in the definition reported in *World Development Indicators 2004*.[REF-05]

series, crosses, transition, disclosed require ### 194. Pupil–teacher ratio metadata to distinguish authority, delivery, distribution and remedy. If a time series crosses the ISCED 1976 to ISCED 1997 transition, the break is disclosed.[REF-05] [REF-10]

denominator, percentage, unknown, reported require ### 195. Trained-teacher share metadata to distinguish authority, delivery, distribution and remedy. The numerator includes only teachers verified as meeting it. The denominator for the percentage and the full-stock unknown share are both reported.

preserves, caution, international, source require ### 195. Trained-teacher share metadata to distinguish authority, delivery, distribution and remedy. This preserves the caution set out in the 2004 international source.[REF-05]

statuses, reference, duration, included require ### 196. Vacancy metadata to distinguish authority, delivery, distribution and remedy. Filled-but-unoccupied, temporarily covered and frozen posts are distinct statuses. The reference date and duration bands are included.

entitlement, provides, planning, interpretation require ### 196. Vacancy metadata to distinguish authority, delivery, distribution and remedy. Comparison with calculated service entitlement provides the planning interpretation.

actual, retirement, separate, measures require ### 197. Attrition metadata to distinguish authority, delivery, distribution and remedy. The metadata lists included reasons, treatment of transfers, denominator, time at risk and late-recorded events. Retirement eligibility and actual retirement are separate measures.

system, labelled, national, attrition require ### 197. Attrition metadata to distinguish authority, delivery, distribution and remedy. Rates by subject or region identify movement out of that group even when the person remains in the national system; these are labelled group exits, not national attrition.

reasons, reports, uncertainty, response require ### 198. Presence metadata to distinguish authority, delivery, distribution and remedy. It reports uncertainty and non-response.

absence, reserved, verified, governing require ### 198. Presence metadata to distinguish authority, delivery, distribution and remedy. “Unauthorised absence” is reserved for verified cases under the governing rule.

directly, period, records, applied require ### 199. Instructional-capacity metadata to distinguish authority, delivery, distribution and remedy. It explains whether capacity is estimated from separate factors or directly from period records. The same loss is not applied more than once.

The limitation states that delivered time is not evidence of pedagogical quality or learning. Subject-matched capacity has an additional dated match rule.

informed, before, release, material require ### 200. Metadata governance to distinguish authority, delivery, distribution and remedy. A change request states why the current measure no longer serves its purpose, expected series effect and recoding feasibility. Statistical and policy users are informed before release where a break is material.

appointment, yields, determine, admissions require ### 201. Whether to expand preparation intake to distinguish authority, delivery, distribution and remedy. It subtracts eligible candidates already in the pathway, credible re-entrants and feasible redistribution. It then applies completion and appointment yields to determine admissions.

candidates, unsupported, capacity, demand require ### 201. Whether to expand preparation intake to distinguish authority, delivery, distribution and remedy. The decision states whether additional intake is permanent or temporary. A temporary bulge has an exit strategy so that institutions and candidates are not left with unsupported capacity after demand falls.

salary, associated, planning, horizon require ### 202. Whether to create new posts to distinguish authority, delivery, distribution and remedy. Evidence includes projected pupils, curriculum, class or period formation, existing assignments, feasible redistribution and duration of need. Funding covers salary and associated costs over the planning horizon.

notionally, assigned, operating, location require ### 202. Whether to create new posts to distinguish authority, delivery, distribution and remedy. If the school does not open, the appointment and deployment plan is revised rather than leaving a teacher notionally assigned to a non-operating location.

school, recipient, school, effects require ### 203. Whether to redeploy staff to distinguish authority, delivery, distribution and remedy. It estimates both donor-school and recipient-school effects.

counting, schools, during, transition require ### 203. Whether to redeploy staff to distinguish authority, delivery, distribution and remedy. Non-arrival, appeal or delayed movement remains visible. The staffing account avoids counting the same FTE at both schools during the transition.

housing, delayed, binding, problem require ### 204. Whether to introduce a hardship measure to distinguish authority, delivery, distribution and remedy. The decision identifies which constraint the measure is intended to change. A general allowance may be poorly targeted if housing or delayed pay is the binding problem.

continuity, insufficient, evidence, success require ### 204. Whether to introduce a hardship measure to distinguish authority, delivery, distribution and remedy. Receipt and timeliness are measured. Retention without presence or service continuity is insufficient evidence of success.

whether, temporary, candidates, preparation require ### 205. Whether to use temporary appointments to distinguish authority, delivery, distribution and remedy. It considers whether the temporary route draws candidates away from full preparation.

without, explicit, justification, corrective require ### 205. Whether to use temporary appointments to distinguish authority, delivery, distribution and remedy.

service, effects, salary, savings require ### 206. Whether to change teacher contact hours to distinguish authority, delivery, distribution and remedy. It estimates staffing and service effects, not only salary savings.

policy, record, states, evidence require ### 206. Whether to change teacher contact hours to distinguish authority, delivery, distribution and remedy. Reducing contact time may support quality but requires additional staff. The policy record states the evidence and trade-off.

impracticable, improve, educational, access require ### 207. Whether to consolidate small schools to distinguish authority, delivery, distribution and remedy. Staffing efficiency is one component. A consolidation that makes attendance impracticable does not improve educational access.

educational, opportunity, public, responsibility require ### 207. Whether to consolidate small schools to distinguish authority, delivery, distribution and remedy. Community evidence is included, but the decision remains subject to the child's educational opportunity and public responsibility.

exceptional, circumstances, require, protection require ### 208. Whether to publish school-level results to distinguish authority, delivery, distribution and remedy. A school-level ratio may be suitable; individual absence or qualification details ordinarily are not. Small cells and exceptional circumstances require protection.

The release provides correction and contextual notes. School publication does not substitute for the authority's duty to correct a known shortage.

whether, implementation, matched, stated require ### 209. Decision integrity to distinguish authority, delivery, distribution and remedy. It records departure from the evidence with the authority and reason. This protects the statistical function from being recast after the event and permits public assessment of whether implementation matched the stated basis.

create, single, teacher, quality require ### 210. Education for All quality evidence to distinguish authority, delivery, distribution and remedy. It frames quality through learner characteristics, context, enabling inputs, teaching and learning, and outcomes. Its teacher evidence supports the proposition that numbers, preparation, conditions and instructional procedure are connected, but it does not create a single teacher-quality index.[REF-03]

regional, observations, revisions, imported require ### 210. Education for All quality evidence to distinguish authority, delivery, distribution and remedy. Workforce statistics describe enabling capacity and part of the procedure; they do not replace learning evidence. Where the EFA report presents country or regional observations, later revisions are not imported.

through, national, detail, retained require ### 211. Global Education Digest 2004 to distinguish authority, delivery, distribution and remedy. Its role here is definition and coverage rather than creation of a new country ranking. National education structures are mapped through ISCED 1997, with national detail retained.[REF-04] [REF-10]

school, condition, without, qualification require ### 211. Global Education Digest 2004 to distinguish authority, delivery, distribution and remedy. Reference years are taken from the table and note. A report using these data in March 2005 therefore describes the latest reported observation, not the current school condition without qualification.

including, excused, unexcused, absence require ### 213. World Development Report 2004 to distinguish authority, delivery, distribution and remedy. The source defines the rate as the percentage of staff supposed to be present but not present, including excused and unexcused absence.[REF-06]

average, states, national, census require ### 213. World Development Report 2004 to distinguish authority, delivery, distribution and remedy. It does not extend the figures to countries not observed, to later years or to individual misconduct. The India figure is identified as an average for 14 states, not a national census.

received, institutional, prescription, country require ### 213. World Development Report 2004 to distinguish authority, delivery, distribution and remedy. This report uses the narrower measurement implication: financed employment must be connected to service received. It does not adopt every institutional prescription for every country.

higher, completion, universal, standard require ### 214. Achieving Universal Primary Education by 2015 to distinguish authority, delivery, distribution and remedy. It reports wide ranges in service-delivery parameters and constructs simulations around country reform paths. Its 40:1 pupil–teacher ratio is a model parameter associated with the observed average of a relatively higher-completion group, not a universal standard.[REF-07]

scenario, practice, benchmark, limits require ### 214. Achieving Universal Primary Education by 2015 to distinguish authority, delivery, distribution and remedy. Selective citation of 40:1 without those conditions would misrepresent the source. The present study uses the value only to demonstrate scenario practice and benchmark limits.

scenario, school, timetable, calculation require ### 214. Achieving Universal Primary Education by 2015 to distinguish authority, delivery, distribution and remedy. It does not supply school-level entitlement rules. National planners must therefore move from aggregate scenario to school and timetable calculation.

decision, structures, participating, systems require ### 215. Education at a Glance 2004 to distinguish authority, delivery, distribution and remedy. It reports instruction time, teaching time, working-time organisation, salaries and decision structures for participating systems.[REF-08]

assumed, outside, reported, population require ### 215. Education at a Glance 2004 to distinguish authority, delivery, distribution and remedy. Values are not combined into one global distribution without harmonisation. The conceptual distinction between ratio, class size and time is transferable; the numerical results are not assumed to apply outside the reported population.

context, prescribe, global, staffing require ### 216. International recommendations and rights instruments to distinguish authority, delivery, distribution and remedy. It guides the normative context but does not prescribe a global staffing ratio.[REF-02]

without, analysis, applicable, obligation require ### 216. International recommendations and rights instruments to distinguish authority, delivery, distribution and remedy. It does not convert every workforce indicator into a direct legal compliance test without analysis of the applicable obligation and facts.[REF-12]

evidence, workforce, outcomes, occurred require ### 217. United Nations Millennium Project to distinguish authority, delivery, distribution and remedy. Its use in this report is to support integrated and sequenced planning. It is not used as evidence for workforce outcomes that had not yet occurred by the cut-off.[REF-09]

source, revise, contemporaneous, position require ### 218. Evidence hierarchy to distinguish authority, delivery, distribution and remedy. Analytical propositions are attributed to their study and retain scope. ICEQC calculations are labelled as illustrations or calculations based on cited data. No later source is used to revise the contemporaneous position.

person, appointed, service, delivered require ### 219. Authorised post to distinguish authority, delivery, distribution and remedy. Authorisation does not establish that funding is available, a person is appointed or service is delivered.

An authorised position with budget provision for the stated period. A funded post may be vacant, frozen, temporarily covered or filled.

A post to which an appointment is active. The term does not establish that the appointee has reported, is assigned to a school, is present or is teaching.

The number of unique persons meeting the stated teacher and active-status definition at the reference date. Headcount gives equal weight to full-time and part-time persons.

The sum of teacher workloads expressed relative to the nationally defined full-time workload. Contracted, assigned and instructional FTE are distinct.

Personnel directly involved in instruction under the applicable statistical definition. The treatment of principals, specialists and mixed functions must be stated.

common, preparation, across, countries require ### 225. Trained teacher to distinguish authority, delivery, distribution and remedy. The term is nationally defined and does not establish common preparation across countries.[REF-05]

retained, separately, national, distinguish require ### 226. Professionally qualified teacher to distinguish authority, delivery, distribution and remedy. This may coincide with trained status but is retained separately where national law or data distinguish them.

The relationship between recognised preparation and assigned curriculum under a dated national match rule. It is calculated by period where assignments are mixed.

Pupils divided by teachers within a stated level, sector, period and unit. It is a resource ratio and is not average class size.

Pupils divided by teachers meeting the stated national preparation requirement. It combines resource quantity and nationally defined status but does not measure teaching quality.

different, groups, subject, teacher require ### 230. Class size to distinguish authority, delivery, distribution and remedy. A pupil can belong to different groups by subject; a teacher can serve more than one class.

differs, instruction, schedules, groups require ### 231. Teacher contact time to distinguish authority, delivery, distribution and remedy. It is part of total working time and differs from pupil instruction time where schedules or groups vary.

delivered, capacity, pedagogy, learning require ### 232. Instructional full-time equivalent to distinguish authority, delivery, distribution and remedy. It measures delivered time capacity, not pedagogy or learning.

temporarily, covered, recruitment, included require ### 233. Vacancy to distinguish authority, delivery, distribution and remedy. The vacancy definition states whether posts temporarily covered or not open for recruitment are included.

entitlement, capability, deployment, vacancies require ### 234. Teacher shortage to distinguish authority, delivery, distribution and remedy. It depends on entitlement, capability, deployment and time, not vacancies alone.

Movement of a person into the defined teacher workforce during the period. First entry, re-entry and transfer in are separately classified.

transfers, treated, according, boundary require ### 236. Attrition to distinguish authority, delivery, distribution and remedy. Retirement, resignation, death, dismissal and other reasons are separated; internal transfers are treated according to the boundary.

Movement into and out of a school, district or group. It can be high when national attrition is low because internal transfers contribute.

effective, arrival, timetable, assignment require ### 238. Deployment to distinguish authority, delivery, distribution and remedy. A deployment order is complete for service measurement only after effective arrival and timetable assignment.

The observed or validly recorded condition of an expected teacher being at the required location and time. It does not by itself show that instruction occurred.

The condition of an expected teacher not observed present under a stated visit design. It can include authorised and unauthorised reasons until verification.

Absence determined under the applicable rule to lack authorisation after verification and due procedure. It is not inferred solely from an unannounced visit.

The portion of intended calendar time during which the school is operating and available to pupils. It is distinct from teacher presence and pupil attendance.

A scheduled instructional period that occurred under the stated delivery rule. Replacement, combined-class and shortened-period arrangements are separately coded.

enabling, condition, learning, outcome require ### 244. Instructional capacity to distinguish authority, delivery, distribution and remedy. It is an enabling condition and not a learning outcome.

Recruitment or return required to offset expected exits and workload reduction. It exists even where enrolment and target workforce stock are stable.

Additional capacity required because pupil numbers, programmes, curriculum, access conditions or staffing policy expand.

Growth demand plus replacement demand, less credible re-entry and transfers in, with the same boundary and period.

cohort, programme, duration, exceeds require ### 248. Training yield to distinguish authority, delivery, distribution and remedy. Annual completions divided by annual admissions is not a cohort yield when programme duration exceeds one year.

Eligible selected candidates who accept appointment and report for duty divided by the relevant eligible candidate population. The precise stage used as denominator is stated.

The teacher FTE calculated under the approved staffing rule for a school or programme. It is distinct from inherited authorised posts and is subject to review of the rule itself.

without, implying, avoidable, surplus require ### 251. Minimum viable staffing to distinguish authority, delivery, distribution and remedy. It can produce a low ratio in small schools without implying avoidable surplus.

change, labelled, recruitment, attrition require ### 252. Reconciliation residual to distinguish authority, delivery, distribution and remedy. It indicates unresolved data or boundary change and is not labelled recruitment or attrition.

A discontinuity caused by definition, classification, coverage, source or method change. It is distinguished from an actual change in workforce or service.

A reference value used to test implications under stated evidence and context. It is not automatically a standard, target or causal threshold.

assumptions, prediction, independent, assumptions require ### 255. Scenario to distinguish authority, delivery, distribution and remedy. It is not a prediction independent of those assumptions.

The population, sector, geography and records represented in an indicator. Coverage gaps remain explicit and can differ across numerator and denominator.

A case for which the required evidence is unavailable or unresolved. Unknown is neither compliant nor non-compliant and remains visible in denominators and limitations.

A change to a published statistic resulting from corrected data, updated source or method. Revision date, reason and series effect are disclosed.

teacher, counted, school, school require ### 259. Headcount and FTE reconciliation to distinguish authority, delivery, distribution and remedy. Twelve work full time in classroom teaching. Two work half time. One principal teaches 40 per cent of the full-time classroom load. One full-time teacher is on long authorised leave with a separately appointed replacement. One person has transferred but remains on the school list, and one visiting teacher is counted both by this school and the home school.

fraction, calculation, record, choices require ### 259. Headcount and FTE reconciliation to distinguish authority, delivery, distribution and remedy. After removing the transferred duplicate, retaining unique persons, allocating the visitor by workload and avoiding double count between leave holder and replacement, the employment, assignment and instructional measures differ. The exact result depends on the applicable treatment of leave and the visiting fraction; the calculation record must show those choices.

reconciliation, select, matches, question require ### 259. Headcount and FTE reconciliation to distinguish authority, delivery, distribution and remedy. A school may have several part-time assignments from staff based elsewhere, increasing assignment headcount while producing a modest FTE. The purpose of reconciliation is to select the unit that matches the question.

pupils, teachers, through, totals require ### 260. Ratio calculation at national and school levels to distinguish authority, delivery, distribution and remedy. Their school ratios are 20:1, 32:1 and 40:1. The unweighted mean school ratio is approximately 30. 7:1. The national aggregate ratio is 1,000 pupils divided by 27 FTE, or approximately 37. 0:1. The results differ because the aggregate weights schools by pupils and teachers through their totals.

public, statistic, preferably, distribution require ### 260. Ratio calculation at national and school levels to distinguish authority, delivery, distribution and remedy. The aggregate answers how total pupils relate to total resources. The mean describes the average of three school ratios, giving the 40-pupil school the same influence as the 800-pupil school. A public table must name the statistic and preferably show the distribution.

cannot, pooled, across, schools require ### 261. Class formation and rounding to distinguish authority, delivery, distribution and remedy. Each school requires two classes, for a total of eight. Aggregating first gives 164 pupils divided by 40, or 4. 1, which rounds upward to five. National-first calculation would understate the requirement by three classes because the classes cannot be pooled across schools.

preparation, evidence, mathematical, correction require ### 261. Class formation and rounding to distinguish authority, delivery, distribution and remedy. It is not a mathematical correction to the class-size rule.

appointment, school, assignment, feasible require ### 262. Subject-period demand to distinguish authority, delivery, distribution and remedy. A full-time mathematics teacher has an 18-period contact load. The arithmetic requirement is 2. 78 FTE. Because timetables require actual people and periods, three appropriately matched full-time teachers may be necessary unless a lawful fractional appointment or cross-school assignment is feasible.

teacher, headcount, exceeds, entitlement require ### 262. Subject-period demand to distinguish authority, delivery, distribution and remedy. 5 FTE, not a headcount of three. The uncovered periods remain visible even if overall school teacher headcount exceeds entitlement.

verified, trained, represent, unknown require ### 263. Trained share with unknown records to distinguish authority, delivery, distribution and remedy. Seven hundred and twenty are verified as meeting the national preparation rule, 80 are verified not to meet it, and 200 have unresolved records. The trained share among known cases is 720 divided by 800, or 90 per cent. Verified trained FTE represent 72 per cent of the full stock, and the unknown share is 20 per cent.

rather, converted, either, category require ### 263. Trained share with unknown records to distinguish authority, delivery, distribution and remedy. The proper presentation gives the known-case percentage, verified full-stock proportion and unknown share together. Unknown cases are then prioritised for verification rather than converted to either category.

internal, transfers, change, national require ### 264. Attrition and turnover to distinguish authority, delivery, distribution and remedy. During the year, 300 retire, 100 resign, 50 die, 30 are dismissed and 20 leave for other recorded reasons. Five hundred teachers transfer between districts. National attrition is 500 exits divided by 10,000, or 5 per cent. The 500 internal transfers do not change national stock.

locally, staffing, instability, understated require ### 264. Attrition and turnover to distinguish authority, delivery, distribution and remedy. If all movements were added to national attrition, replacement demand would be overstated because each transfer in is also an available teacher elsewhere in the national system. If transfers were ignored locally, staffing instability would be understated.

report, report, recognised, completers require ### 265. Training pathway to distinguish authority, delivery, distribution and remedy. If 1,360 of those completers apply and are eligible, 1,200 accept appointment and 1,140 report for duty, the report-to-duty yield from recognised completers is 71. 25 per cent.

acceptance, rather, expanding, admissions require ### 265. Training pathway to distinguish authority, delivery, distribution and remedy. The correct planning response may also include improving completion, appointment timing or acceptance rather than expanding admissions alone.

official, training, unauthorised, unresolved require ### 266. Presence estimate and reason composition to distinguish authority, delivery, distribution and remedy. The observed absence rate is 18 per cent. Verification classifies 180 absent opportunities as authorised leave, 90 as official duty or training, 120 as unauthorised and 60 as unresolved.

absence, estimating, immediate, replacement require ### 266. Presence estimate and reason composition to distinguish authority, delivery, distribution and remedy. The unauthorised share among all expected opportunities is 4. 8 per cent under the verified classification; the unresolved share is 2. 4 per cent. It would be incorrect to describe all 18 per cent as unauthorised, and it would also be incorrect to exclude authorised absence when estimating immediate replacement need.

The sampling interval accompanies each estimate. The weighted counts presented here are illustrative and do not carry a calculated interval because no sample design is specified.

teacher, delivered, recorded, reasons require ### 267. Instructional-time account to distinguish authority, delivery, distribution and remedy. School closures cancel 400,000. Among the 9. 6 million periods in open schools, teacher unavailability leaves 700,000 uncovered; replacement staff deliver 300,000 of those. Of the remaining scheduled periods with an available teacher, 100,000 are not delivered for other recorded reasons.

answer, different, questions, labelled require ### 267. Instructional-time account to distinguish authority, delivery, distribution and remedy. 1 million if the replacement periods are included and each loss is counted once. The delivered-period rate is 91 per cent of intended periods, while the rate conditional on schools being open is approximately 94. 8 per cent. The two denominators answer different questions and are both labelled.

relative, current, service, filled require ### 268. Vacancy and entitlement to distinguish authority, delivery, distribution and remedy. Fifty funded posts are vacant, giving a funded-vacancy rate of about 4. 8 per cent. A current school-based demand calculation, however, indicates an entitlement of 1,080 FTE. Relative to current service need, the filled gap is 80 FTE, not 50.

comparisons, required, before, action require ### 268. Vacancy and entitlement to distinguish authority, delivery, distribution and remedy. Conversely, if entitlement were 970 FTE, a vacancy rate would still exist within the funded establishment while the district held an apparent aggregate surplus relative to the current rule. Both comparisons are required before action.

dispersion, likely, organisational, constraints require ### 269. Deployment dispersion to distinguish authority, delivery, distribution and remedy. In one, most schools lie between 32:1 and 38:1. In the other, remote schools operate at 15:1 while large schools reach 60:1. The first has a relatively concentrated distribution; the second has marked dispersion and likely organisational constraints.

minimum, provision, avoidable, concentration require ### 269. Deployment dispersion to distinguish authority, delivery, distribution and remedy. The relevant finding is not merely that the second region is unequal. It is that pupils encounter very different staffing conditions and the reasons must be separated into justified minimum provision, avoidable concentration and data error.

allowances, change, calculation, required require ### 270. Salary scenario to distinguish authority, delivery, distribution and remedy. Annual employment cost is 36 million units before preparation, substitution and administration. If the workforce grows by 5 per cent and the salary scale rises by 4 per cent, the next-year employment cost is not 36 million plus 9 per cent when grade composition, part-year recruitment and allowances change; a grade-level calculation is required.

The simple approximation—39.312 million—can serve as a check. Material deviation from the detailed calculation is explained by timing or composition rather than hidden in a total.

replacement, pathway, conversion, compound require ### 271. Scenario sensitivity to distinguish authority, delivery, distribution and remedy. If projected enrolment is 3 per cent higher, attrition rises from 5 to 7 per cent, and appointment yield falls from 85 to 75 per cent, candidate requirement can rise by much more than 3 per cent because growth, replacement and pathway conversion compound.

combining, extreme, regardless, coherence require ### 271. Scenario sensitivity to distinguish authority, delivery, distribution and remedy. Reporting only one-factor changes can understate combined implementation pressure. The joint case must remain plausible; it is not constructed by combining every extreme regardless of coherence.

whether, measure, support, conclusion require ### 272. Interpretation tests to distinguish authority, delivery, distribution and remedy. The **unit test** asks whether the noun in the sentence matches the statistical unit. The **boundary test** asks whether level, sector and geography match. The **time test** asks whether the date supports a current, trend or projection statement. The **claim test** asks whether the measure can support the verb and conclusion.

sentence, deferred, distant, footnote require ### 272. Interpretation tests to distinguish authority, delivery, distribution and remedy. Correction is made in the sentence, not deferred to a distant footnote.

verified, evidence, retains, controls require ### 273. Closing note on worked examples to distinguish authority, delivery, distribution and remedy. They demonstrate calculation boundaries and failure modes; they do not describe a country, region or school. Their value lies in making assumptions inspectable. A national application replaces every illustrative value with verified evidence and retains the same controls.

statistical, exceptions, employment, findings require ### 274. Purpose to distinguish authority, delivery, distribution and remedy. It asks whether the proposed stock, recruitment, deployment and financing decisions can produce the stated instructional service. It does not assess individual teachers and does not convert statistical exceptions into employment findings.

evidence, district, subject, sufficiency require ### 275. Service boundary to distinguish authority, delivery, distribution and remedy. Teacher headcount, FTE, posts and instructional periods are aligned to that boundary. A national balance is not accepted as evidence of district or subject sufficiency.

sensitivity, corrected, before, decision require ### 276. Base-year integrity to distinguish authority, delivery, distribution and remedy. Unresolved duplicates, unassigned persons and unknown qualifications remain visible. A material residual prevents precise projection and is carried as a sensitivity or corrected before decision.

produce, feasible, school, timetable require ### 277. Demand logic to distinguish authority, delivery, distribution and remedy. Upward rounding, minimum schools, subject periods, contact time and travel constraints are included. The review rejects national-first arithmetic that cannot produce a feasible school timetable.

without, identifying, interim, safeguards require ### 278. Supply logic to distinguish authority, delivery, distribution and remedy. Training admissions, recognised completion, appointment acceptance and report-to-duty yields are not merged. The plan cannot appoint more suitable candidates than the pathway supplies without identifying an interim route and its safeguards.

becomes, effective, service, confirmed require ### 279. Deployment feasibility to distinguish authority, delivery, distribution and remedy. Transfers have realistic dates and conditions. A person is not counted at the receiving school until assignment becomes effective and service is confirmed.

observation, design, reason, limitations require ### 280. Time and availability to distinguish authority, delivery, distribution and remedy. Replacement provision is not counted twice. Presence evidence retains its observation design and reason limitations.

remains, visible, transitional, finance require ### 281. Financial sustainability to distinguish authority, delivery, distribution and remedy. Complementary materials and management are protected from unexamined salary crowding. Recurrent obligation remains visible after transitional finance ends.

removes, minimum, service, review require ### 282. Equity and professional safeguards to distinguish authority, delivery, distribution and remedy. It also examines teacher conditions, consultation, privacy and due procedure. An efficiency measure that removes minimum service fails the review.

rather, concealed, aggregate, variance require ### 283. Decision disposition to distinguish authority, delivery, distribution and remedy. Approval identifies critical assumptions and the date on which actual recruitment, deployment, cost and instructional coverage will be compared with the plan. A material assumption failure reopens the relevant decision rather than being concealed in an aggregate variance.

review, interval, authority, respond require ### 284. Warning as a decision function to distinguish authority, delivery, distribution and remedy. It is an ordered body of evidence showing that the probability, expected scale or likely duration of an interruption has changed enough to justify verification or preventive action. The distinction matters because education authorities operate under uncertainty. Retirement eligibility is known more precisely than actual retirement; an application for transfer is more informative than a stated preference; a delayed salary payment may precede departure without causing every affected teacher to leave. Each signal therefore requires a defined decision use, a review interval and a named authority able to respond.

should, collapse, stages, attrition require ### 284. Warning as a decision function to distinguish authority, delivery, distribution and remedy. Exposure indicators include age structure, remoteness, housing scarcity, insecurity, high living costs, disease burden and dependence on a narrow preparation pathway. Pressure indicators include salary arrears, repeated excess workload, unfilled leadership posts, deteriorating housing, exceptional absence and unsuccessful recruitment rounds. Intention indicators include applications for transfer, non-renewal notices, retirement inquiries and withdrawal after appointment. Event indicators include resignation, retirement, death, dismissal, transfer, failure to report and a funded post remaining unfilled after its recruitment window. Authorities should not collapse these stages into one attrition rate.

workforce, statistics, service, protection require ### 284. Warning as a decision function to distinguish authority, delivery, distribution and remedy. A rising share of teachers eligible to retire may justify preparation-intake review where pupil demand is stable or growing. It should not automatically trigger recruitment if enrolment is falling, subject requirements are changing or eligible staff commonly remain. Repeated vacancy advertisements with no qualified applicants may justify attention to pay, housing, preparation supply or appointment delay. They do not establish which response will work. The warning record should state the observed measure, its threshold or comparison, the mechanism requiring investigation, the response available and the cost of a false alarm or missed warning. This is the discipline that converts workforce statistics into service protection.[REF-13] [REF-14]

returns, reassignment, between, administrative require ### 285. Attrition definitions and competing denominators to distinguish authority, delivery, distribution and remedy. Its numerator comprises members of that workforce who, by the end of the observation interval, are no longer active in the defined teaching service. Its denominator is normally the opening active workforce, not the closing workforce and not all persons ever appearing on the payroll during the year. Entries during the year belong in the stock-and-flow account but do not belong in the opening cohort. Where records cannot identify a unique person across years, apparent attrition may be produced by changed identifiers, delayed returns or reassignment between administrative units.

promotion, correction, earlier, maldistribution require ### 285. Attrition definitions and competing denominators to distinguish authority, delivery, distribution and remedy. Total service attrition records departures from the defined education workforce. Occupational attrition records departure from teaching even when the person remains employed by the ministry. School attrition records departure from a particular school and therefore includes transfers within the system. Contract attrition records non-renewal or non-return among a specified temporary cohort. These measures answer different questions. A national service may retain nearly all teachers while schools serving remote or disadvantaged communities experience repeated loss. Conversely, high school mobility may partly reflect planned promotion or correction of an earlier maldistribution.

without, change, actual, behaviour require ### 285. Attrition definitions and competing denominators to distinguish authority, delivery, distribution and remedy. Retirement, death, long-term incapacity, resignation for another occupation, international migration, domestic transfer, promotion to non-teaching work, dismissal, contract expiry and unknown departure should remain separate. Planned and unplanned losses impose different lead times. Preventable and unavoidable are evaluative categories requiring evidence, not codes to be assigned from assumption. Unknown status must be published because a falling unknown share can raise recorded attrition without any change in actual behaviour.

measures, particular, teachers, schools require ### 285. Attrition definitions and competing denominators to distinguish authority, delivery, distribution and remedy. Authorities should follow new appointees from acceptance through reporting, completion of the first term, completion of induction and continued service after one, three and five years where records permit. Loss before reporting points to a different institutional failure from loss after several years. Comparable reporting requires the service boundary, employment categories, treatment of leave, observation dates, matching procedure and revision policy. OECD comparative work available by the cutoff reinforces the importance of distinguishing policies for the whole profession from targeted measures for particular teachers and schools.[REF-14]

merely, because, needed, funded require ### 286. Vacancy measures and hidden unmet need to distinguish authority, delivery, distribution and remedy. The authorised-post vacancy rate compares unfilled authorised full-time-equivalent posts with all authorised posts. The funded-post vacancy rate narrows the denominator to positions for which resources have been released. A recruitment vacancy may be defined still more narrowly as a funded post approved for recruitment and unfilled after the normal appointment interval. These indicators should be published together where differences are material. Otherwise a fiscal restriction can make the vacancy rate appear to improve merely because needed posts were never funded.

entitlement, educational, demand, finance require ### 286. Vacancy measures and hidden unmet need to distinguish authority, delivery, distribution and remedy. It compares filled, appropriately matched instructional capacity with capacity implied by current enrolment, curriculum, class-formation and minimum-school rules. The service gap may exceed recorded vacancies when establishments have not been updated for population growth, new grades, language provision or small-school requirements. It may be smaller than authorised vacancies where enrolment has declined or duplicate posts remain. Neither result licenses automatic abolition or appointment: it triggers reconciliation of legal entitlement, educational demand and finance.

reporting, interim, coverage, disposition require ### 286. Vacancy measures and hidden unmet need to distinguish authority, delivery, distribution and remedy. Authorities should distinguish posts vacant at the reference date, vacancy-days accumulated during the term, and repeated vacancy episodes affecting the same school or subject. A post filled on census day after being empty for most of the year should not be treated as uninterrupted provision. A short vacancy covered by an appropriately prepared substitute differs from one covered by merged classes, cancelled subjects or unqualified assignment. The early-warning profile therefore records opening date, recruitment steps, applicant count, qualified-applicant count, offers, acceptances, reporting, interim coverage and final disposition.

cannot, different, establishment, identical require ### 286. Vacancy measures and hidden unmet need to distinguish authority, delivery, distribution and remedy. Evidence may appear as classes without a teacher, systematic multi-grade combinations exceeding policy, subjects omitted from the timetable, teaching by personnel outside their preparation, or learners refused entry because staff are unavailable. These conditions should be counted as service deficits and investigated without pretending that they are internationally comparable vacancies. International comparison can align concepts and disclose differences; it cannot make different establishment laws identical.[REF-13] [REF-15]

school, dependence, person, functions require ### 287. A minimum dashboard for national and district authorities to distinguish authority, delivery, distribution and remedy. Stock measures comprise active teacher headcount, active full-time equivalent, filled instructional post equivalent, trained status under the national definition, and subject or grade match. Flow measures comprise entrants, returns, retirements, other exits, transfers in and out, and changes of teaching function. Vacancy measures comprise authorised, funded and recruitment vacancies, their duration and qualified-applicant yield. Exposure measures comprise age bands, contract expiry, temporary assignment, location, subject, school size and dependence on one-person functions.

distributional, publication, differences, visible require ### 287. A minimum dashboard for national and district authorities to distinguish authority, delivery, distribution and remedy. The purpose is not to rank teachers. It is to identify concentrations of service risk. A national total can remain stable while one district loses its mathematics teachers, while beginning teachers leave particular schools, or while small schools operate without a headteacher. Distributional publication makes those differences visible.

historical, variation, capacity, intervene require ### 287. A minimum dashboard for national and district authorities to distinguish authority, delivery, distribution and remedy. The replacement-pressure ratio compares expected losses over the planning horizon with the current active stock. The pathway-coverage ratio compares plausible new entrants, after observed completion and appointment yields, with replacement and growth demand. The persistent-vacancy share identifies funded vacancies exceeding the ordinary recruitment period. The continuity-risk share identifies schools or required subject services experiencing repeated departure, vacancy or unmatched coverage. None has a universal favourable threshold. Authorities should set review thresholds from their appointment calendar, service standards, historical variation and capacity to intervene.

concentrate, system, obligations, individual require ### 287. A minimum dashboard for national and district authorities to distinguish authority, delivery, distribution and remedy. Every release needs a reference date, coverage statement, numerator and denominator definitions, revision marker and responsible data steward. Red, amber and green categories may assist operational reading, but the numerical value and reason for classification must remain visible. A colour must not substitute for uncertainty. Suppression rules should prevent identification of individual staff in small schools, while district officers with lawful duties may receive controlled case information necessary to arrange coverage. Public reporting should concentrate on system obligations, not individual blame.[REF-11] [REF-12]

require, immediate, action, regardless require ### 288. Trigger design, verification and escalation to distinguish authority, delivery, distribution and remedy. Three types should be distinguished. A level trigger is crossed when an indicator exceeds a stated value, such as a funded vacancy remaining open beyond the normal appointment window. A change trigger is crossed when deterioration from the previous comparable period exceeds ordinary variation. A conjunction trigger requires several observations, such as rising transfers, unsuccessful recruitment and loss of subject coverage in the same district. Conjunctions often reduce false alarms but may delay recognition; single severe events, including loss of the only teacher at a small school, require immediate action regardless of trend.

signal, disposition, warning, evaluated require ### 288. Trigger design, verification and escalation to distinguish authority, delivery, distribution and remedy. The data steward confirms identity matching, reference dates, denominator and late transactions. The establishment authority confirms that the post exists and is funded. The district verifies the school, timetable and interim coverage. The personnel authority establishes recruitment or departure status. The finance authority confirms salary and allowance execution where relevant. The result is classified as confirmed risk, data correction, resolved interruption or unresolved case. The record should preserve both the original signal and its disposition so that the warning rule can later be evaluated.

mechanism, around, professional, standards require ### 288. Trigger design, verification and escalation to distinguish authority, delivery, distribution and remedy. A local staffing officer may resolve an isolated short absence. A persistent subject vacancy spanning several schools may require regional deployment, preparation or distance-support measures. A national cluster of expected retirements may require intake, finance and regulatory decisions several years in advance. Emergency interruption may require temporary measures, but temporary appointments, enlarged classes or compressed timetables must carry expiry dates, minimum preparation, supervision and restoration plans. The ease of a temporary response must not turn a warning mechanism into a route around professional standards.

warning, arrangement, protects, instruction require ### 288. Trigger design, verification and escalation to distinguish authority, delivery, distribution and remedy. Relevant measures include the share of signals verified within the required time, positive predictive value where outcomes can be observed, false-alarm burden, missed interruptions discovered outside the system, time from warning to coverage, recurrence after closure and distribution of unresolved cases. These measures are not a release judgement on the report. They are ordinary management evidence about whether the early-warning arrangement protects instruction.[REF-11] [REF-14]

assumes, administrative, meaning, everywhere require ### 289. Comparative interpretation across income and institutional settings to distinguish authority, delivery, distribution and remedy. Administrative forms differ. A central civil service, decentralised employer, school-based contract system or mixed public and non-government arrangement may locate these functions in different bodies. Comparison is sound when it aligns the function, population and observation period; it is unsound when it assumes that one administrative label has the same legal meaning everywhere.

themselves, identify, school, vacant require ### 289. Comparative interpretation across income and institutional settings to distinguish authority, delivery, distribution and remedy. Its comparative value lies in a consistent scenario framework, while national decisions still require school, subject, training and financing detail. The Education for All assessment published in 2007 similarly places teacher recruitment and quality within the remaining distance to 2015. These sources support warning about aggregate pressure; they do not by themselves identify which school will be vacant next term.[REF-13] [REF-15]

conventional, reliable, warning, necessary require ### 289. Comparative interpretation across income and institutional settings to distinguish authority, delivery, distribution and remedy. In systems with stable or declining cohorts, an ageing workforce can still create abrupt subject or location shortages because pupil decline and retirement are not distributed alike. Small island and remote systems face indivisible minimum staffing: a national surplus cannot replace the only qualified teacher required at a distant school. Conflict-affected systems may lose records, facilities and staff simultaneously, making conventional rates least reliable when warning is most necessary.

through, different, administrative, mechanisms require ### 289. Comparative interpretation across income and institutional settings to distinguish authority, delivery, distribution and remedy. Teacher age, pupil–teacher ratios and prospective youth cohorts describe parts of supply and demand but do not yield a universally accepted shortage measure. This limitation is analytically useful. It directs authorities to publish national vacancy, applicant, attrition and service-gap measures with full definitions, then compare patterns and institutional responses without claiming false equivalence. The proper comparative conclusion may be that two systems face similar educational risk through different administrative mechanisms.[REF-16] [REF-17]

describe, obligations, placed, system require ### 290. Equity, professional conditions and rights to distinguish authority, delivery, distribution and remedy. A national warning system should test whether rural, remote, poor, minority-language, disability-inclusive, conflict-affected and small-school settings experience higher departure, longer recruitment duration, lower qualified-applicant yield or more frequent unmatched assignment. The categories must reflect lawful national data practice and should not be used to attribute risk to learners or communities. They describe obligations placed on the system.

movable, without, rights, context require ### 290. Equity, professional conditions and rights to distinguish authority, delivery, distribution and remedy. Salary level relative to relevant alternatives, payment regularity, housing, travel, safety, workload, class composition, leadership, access to preparation, career progression and participation in decisions may influence recruitment and retention. These are not interchangeable and their association with departures does not prove causation. They are nevertheless legitimate diagnostic evidence. The 1966 Recommendation concerning the Status of Teachers connects employment conditions, professional preparation, consultation and educational quality; it does not support treating teachers as movable units without rights or context.[REF-02]

selected, continuation, depends, evidence require ### 290. Equity, professional conditions and rights to distinguish authority, delivery, distribution and remedy. Hardship allowances may be suitable where a verified cost or amenity difference impedes recruitment, but they require timely payment and evaluation. Local recruitment may improve continuity where candidates meet standards and receive support, but it must not confine disadvantaged areas to a lower qualification rule. Compulsory transfer may fill a post quickly while worsening morale or producing rapid return movement. Housing provision, induction, mentoring, safe transport, workload adjustment and career recognition may operate together. The warning record should identify the hypothesised constraint and the response selected so that continuation depends on evidence.

because, interrupts, educational, entitlement require ### 290. Equity, professional conditions and rights to distinguish authority, delivery, distribution and remedy. The Convention on the Rights of Persons with Disabilities entered into force on 3 May 2008 and requires an inclusive education system. At the present cut-off, this strengthens the case for tracking specialist and support capacity required for inclusion without defining children as a staffing burden. A vacant or unmatched post matters because it interrupts an educational entitlement.[REF-12] [REF-18]

rather, overwriting, starting, position require ### 291. Immediate programme for the 2013–14 planning cycle to distinguish authority, delivery, distribution and remedy. National authorities should match personnel, payroll, establishment and school-census records; assign unique case identifiers; express part-time service consistently; and publish the residual that cannot be reconciled. Districts should confirm schools with no assigned teacher, no head, no required subject coverage, prolonged vacancies or repeated temporary coverage. Corrections should remain auditable through dated transactions rather than overwriting the starting position.

supply, permit, plausible, estimates require ### 291. Immediate programme for the 2013–14 planning cycle to distinguish authority, delivery, distribution and remedy. Every active teacher at the base date should have a subsequent status: continuing in the same school, transferred, promoted outside teaching, on defined leave, retired, resigned, deceased, dismissed, contract ended or unknown. New appointees should be followed from offer to acceptance and reporting. Preparation cohorts should be followed from entry to completion, eligibility, application, appointment and reporting. These linked transitions expose where apparent supply is lost and permit plausible lead-time estimates.

escalation, responsible, institutions, disagree require ### 291. Immediate programme for the 2013–14 planning cycle to distinguish authority, delivery, distribution and remedy. A term-opening round addresses immediate coverage. A pre-budget round identifies posts, allowances, preparation places and transition costs. A pre-recruitment round identifies subjects and locations requiring targeted action. A mid-year round verifies persistent vacancies, unplanned departures and the effectiveness of temporary coverage. The schedule should state who receives each signal, the time allowed for verification and the escalation path when responsible institutions disagree.

between, statistics, educational, service require ### 291. Immediate programme for the 2013–14 planning cycle to distinguish authority, delivery, distribution and remedy. It should show workforce stock and flow, attrition by reason, vacancy by entitlement basis and duration, recruitment yield, age and contract exposure, geographic and subject concentration, instructional coverage and uncertainty. It should explain breaks in series and refrain from a single international league table. Authorities should accompany the profile with corrective commitments, responsible bodies and next reporting dates. This closes the loop between statistics and educational service.

By 7 November 2013, the global evidence supports urgency but not a universal numerical alarm threshold. Armed conflict, attacks, displacement and institutional interruption intensify the need to distinguish confirmed loss, temporary unavailability and redistribution of teachers. Education for All expansion, teacher retirement, uneven deployment, health and economic pressures, and the difficulty of attracting candidates to particular schools create different risk combinations. The defensible response is a common measurement architecture with locally valid thresholds, rapid verification and professional safeguards. Early warning succeeds when it preserves continuous, appropriately prepared teaching where learners would otherwise lose it; it fails when a favourable national average conceals that loss.[REF-01] [REF-02] [REF-13] [REF-14] [REF-15]

acceptance, preparing, interim, coverage require ### 292. Lead-time accounts and the timing of intervention to distinguish authority, delivery, distribution and remedy. Teacher preparation, budget authorisation, establishment creation, recruitment, appointment, relocation and reporting each have a different lead time. A system that observes a retirement on the day a teacher leaves has produced an accurate event record but no useful advance notice. The planning account should therefore work backwards from the date on which instruction must be available. It should identify the latest dates for approving finance, opening recruitment, completing selection, issuing offers, arranging travel or housing, confirming acceptance and preparing interim coverage.

replacement, channel, contingency, reserve require ### 292. Lead-time accounts and the timing of intervention to distinguish authority, delivery, distribution and remedy. Contract expiry provides a definite review date but may leave uncertainty about renewal. Pregnancy, illness and family leave require lawful and confidential administration; they should inform substitute capacity without becoming grounds for adverse treatment. Resignation may offer only the contractual notice period. Death, displacement, insecurity and sudden disaster may offer none. The warning system therefore needs both a planned replacement channel and a contingency reserve.

appointment, refusal, location, material require ### 292. Lead-time accounts and the timing of intervention to distinguish authority, delivery, distribution and remedy. Increasing admission to a multi-year programme cannot fill next term's vacancy. Authorities should distinguish immediate candidates already eligible for appointment, near-term candidates completing preparation, and prospective candidates whose entry can affect only later years. Completion, eligibility, application, appointment and reporting yields should be applied sequentially. A plan based on admitted students alone will overstate supply where dropout, examination failure, occupational choice, appointment delay or refusal of location is material.[REF-14] [REF-15]

applicants, waiting, appointment, decision require ### 292. Lead-time accounts and the timing of intervention to distinguish authority, delivery, distribution and remedy. A vacancy discovered after national recruitment closes may persist for a full cycle even if many candidates exist. Late fiscal release can produce the same result. The dashboard should measure administrative time as well as labour-market scarcity: days from confirmed need to recruitment authority, advertisement, shortlist, offer, acceptance and reporting. This separation locates delay within the responsible institution. It also prevents a general claim of shortage when qualified applicants are waiting for an appointment decision.

against, transition, intended, improve require ### 292. Lead-time accounts and the timing of intervention to distinguish authority, delivery, distribution and remedy. pathway weakness may justify outreach or additional preparation capacity. Low completion may require student support or programme review. Low application yield may point to employment attractiveness. Low offer acceptance may be concentrated by location or subject. Failure to report may reflect late notice, transport or housing. Early-career exit may call for induction, manageable assignment and leadership support. Each response has its own time to effect and should be evaluated against the transition it was intended to improve.

missed, coverage, administrative, verification require ### 293. Calibration, back-testing and uncertainty to distinguish authority, delivery, distribution and remedy. A simple approach begins with several years of school-level or district-level observations, identifies the signals known before each staffing cycle, and records whether a defined interruption subsequently occurred. The authority can then examine how alternative thresholds would have changed true warnings, false alarms and missed events. The purpose is not to maximise one statistical score. It is to choose a tolerable balance given the educational harm of missed coverage and the administrative cost of verification.

transparent, subject, scheduled, revision require ### 293. Calibration, back-testing and uncertainty to distinguish authority, delivery, distribution and remedy. A model should use only data that would actually have been available when the decision was due. Later corrections, final payroll transactions and explanations discovered after departure cannot be treated as advance knowledge. Where historical records are incomplete, the authority should state that calibration is provisional and begin accumulating a prospective record. Apparent precision from reconstructed data is less useful than a transparent rule subject to scheduled revision.

desire, visually, simple, national require ### 293. Calibration, back-testing and uncertainty to distinguish authority, delivery, distribution and remedy. Missing the probable closure of a one-teacher school may leave an entire community without nearby provision; a false alarm may require only a telephone verification. A national age-structure alert can justify long-range review but need not generate individual case action. A warning concerning a rare specialist may need a lower threshold because replacement time is long. A large urban district may absorb one departure more readily but still face serious subject clusters. Thresholds should therefore be set by decision class, not by a desire for one visually simple national score.

sources, supports, stronger, action require ### 293. Calibration, back-testing and uncertainty to distinguish authority, delivery, distribution and remedy. Coverage error, duplicate persons, unmatched identifiers, late transactions, unknown exit reasons and outdated establishments can materially alter results. Authorities should publish a range or quality class where a numerical interval cannot be calculated. They should test whether the warning remains under plausible corrections. A signal that disappears when one late transaction is entered should require verification; a large persistent gap across sources supports stronger action.

prepared, instruction, became, continuous require ### 293. Calibration, back-testing and uncertainty to distinguish authority, delivery, distribution and remedy. Posts may be suppressed, exits miscoded as transfers, recruitment opened briefly to reset duration, or difficult schools administratively combined. Counter-measures include publishing related quantities, retaining transaction histories, using independent statistical review and examining educational service directly. A falling vacancy rate alongside more cancelled lessons is not improvement. The test is whether required, appropriately prepared instruction became more continuous.[REF-06] [REF-11]

observation, transitions, through, service require ### 294. Continuity under health, food-price and fiscal pressure to distinguish authority, delivery, distribution and remedy. Rising food and transport costs can reduce the real value and reliability of remuneration, especially for personnel posted far from markets or dependent on long travel. Fiscal pressure can delay hiring, salary release, maintenance and housing. Health burdens can increase absence, mortality, caring responsibilities and training loss. Conflict or displacement can change both pupil demand and teacher availability quickly. These pressures do not justify a speculative attrition estimate; they justify more frequent observation of the transitions through which service may fail.

records, establish, educational, consequence require ### 294. Continuity under health, food-price and fiscal pressure to distinguish authority, delivery, distribution and remedy. It should also monitor whether schools respond by merging classes, shortening the day, cancelling subjects or relying repeatedly on unprepared personnel. Changes should be compared with the same period of prior years where seasonality matters. National economic indicators can identify exposure, but school and personnel records establish the educational consequence.

permanent, standard, disadvantaged, learners require ### 294. Continuity under health, food-price and fiscal pressure to distinguish authority, delivery, distribution and remedy. A contingency roster may include qualified retired teachers willing to return temporarily, teachers available for short assignment, supervised candidates near completion and mobile specialist teams. The rules should define eligibility, safeguarding, remuneration, duration, supervision and return to normal staffing. Community or volunteer assistance can support schools but should not be counted as equivalent teacher capacity unless it meets the applicable professional definition. Emergency measures must not convert temporary necessity into a permanent lower standard for disadvantaged learners.

responsibility, should, interim, coverage require ### 294. Continuity under health, food-price and fiscal pressure to distinguish authority, delivery, distribution and remedy. Finance ministries control releases; public-service bodies may control establishments; education ministries set curriculum and teacher policy; training institutions control programme capacity; local authorities and school leaders observe service interruption. A warning that stops at the statistical office has not protected instruction. Each high-risk category should have a pre-agreed communication path and a body authorised to decide. Disputes over records or responsibility should have a time limit and an interim coverage rule.

should, accompany, financial, result require ### 294. Continuity under health, food-price and fiscal pressure to distinguish authority, delivery, distribution and remedy. Leaving a post vacant may appear to save salary while increasing class size, dropout risk, replacement costs, supervision burden and inequality. Conversely, indiscriminate recruitment can create an unsustainable salary liability and crowd out materials or maintenance. Scenario comparison should show the cost of prevention, temporary coverage, delayed appointment and prolonged interruption. The educational consequence and distribution should accompany the financial result.

procedure, minimum, educational, conditions require ### 294. Continuity under health, food-price and fiscal pressure to distinguish authority, delivery, distribution and remedy. Authorities should shorten reporting intervals where shocks are intensifying, preserve definitions so that change remains interpretable, and avoid attributing an individual departure to a macroeconomic pressure without case evidence. The early-warning framework is designed to reveal accumulating exposure and service loss soon enough for proportionate action. It does not transform association into certainty, nor does it permit a crisis narrative to displace professional rights, due procedure or minimum educational conditions.[REF-02] [REF-03] [REF-13]