Publication record
This is the controlled English edition. Evidence and institutional status are stated as at the evidence cut-off date.
Executive summary
The ability of an education system to provide sustained instruction depends on more than the number of persons recorded as teachers. A funded post may be vacant. A person on the payroll may be assigned outside a school, absent on the observation day, working part time or teaching a subject for which no preparation has been completed. A teacher present at school may have fewer instructional hours because the timetable, school calendar, shift arrangement or non-teaching duties reduce contact with pupils. Conversely, one teacher may serve more than one class, grade or school. Any account of teacher supply that does not preserve these distinctions can report apparent sufficiency while children receive no dependable instruction.
This report establishes a system-planning framework for measuring four connected but separate conditions: **supply**, the stock and expected flow of people able to enter and remain in teaching; **deployment**, the distribution of those people among schools, levels, subjects and populations; **availability**, their presence and assignment for the periods in which instruction is scheduled; and **instructional capacity**, the volume and composition of teaching that the workforce can deliver under the applicable curriculum and timetable. The framework is intended for national and subnational planning as at 13 March 2005. It does not prescribe a single staffing model, universal class-size rule or common employment regime.
The global policy setting places teachers at the centre of both expansion and quality. The Dakar Framework calls for expanded access to primary education of good quality and for improvement in the status, morale and professionalism of teachers. The 1966 Recommendation concerning the Status of Teachers treats teaching as a profession and links educational planning to early provision for the preparation and further preparation of sufficient numbers of competent teachers. The 2005 Education for All Global Monitoring Report, published in 2004, likewise identifies teacher numbers, knowledge, pedagogical practice, working conditions and effective instructional time as material elements of educational quality.
Current international statistics provide indispensable signals but do not constitute a complete workforce account. The pupil–teacher ratio divides pupils by teachers at a specified level. Where both are expressed as full-time equivalents it is a resource ratio; where headcounts are used it is a different measure. Neither version is the average class size. Class size is affected by the number of classes, teaching groups, shifts and periods, while the resource ratio is also affected by teachers' instructional load and time assigned to other duties. The 2004 edition of *Education at a Glance* demonstrates that these organisational features can produce materially different relationships between class size and the student–teacher ratio.
The proportion of teachers trained is also necessary but incomplete. It depends on the national definition of the minimum organised teacher-training requirement and therefore does not establish a common content, duration or level of preparation across countries. It records a recognised status, not current subject knowledge, classroom practice, recent professional development or the quality of the preparation received. The measure must be published with the national qualification rule, the level and sector covered, the treatment of teachers in training and the reference year.
Planning begins with a reconciled teacher stock. A ministry requires, at minimum, a count of authorised posts, funded posts, filled posts, unique persons employed, full-time-equivalent service, persons assigned to schools, persons present and persons actually teaching. These quantities are not alternatives. Their differences locate distinct problems: establishment policy, budget execution, recruitment, payroll integrity, deployment, leave administration, attendance or timetable use. A single figure labelled “teachers” conceals these transitions and prevents accountability for the institution responsible for each loss.
Supply is a flow problem as well as a stock problem. The workforce at the end of a period equals the opening workforce plus entrants and returns, less retirement, resignation, death, dismissal, transfer out and other exits, subject to corrections for duplicate or invalid records. Training completions cannot be treated as entrants without evidence that graduates accept appointment, satisfy the employment requirements and report to duty. Recruitment announcements cannot be treated as filled posts. Gross recruitment requirements must replace expected departures and meet growth in demand; net workforce growth records only the difference.
Demand for teachers cannot be calculated from enrolment and a national pupil–teacher ratio alone. It depends on enrolment by grade and programme, curriculum periods, class-formation rules, school size, shift patterns, teachers' contact hours, subject specialisation, language of instruction, provision for small and remote schools, leave and reasonable reserves for temporary replacement. In primary systems where one teacher ordinarily serves one class, class and school formation may govern demand more directly than a national ratio. In secondary education, subject timetables and teacher specialisation are decisive. A planning model that ignores these constraints may produce an arithmetically balanced total with unusable subject and location shortages.
Deployment is the principal bridge between national supply and children's actual access to teachers. The national average can improve while high-poverty, rural, remote, conflict-affected or linguistically distinct communities retain vacant posts, high turnover or instructors without the required preparation. Equity therefore requires distributional measures: pupils per teacher and per trained teacher by district and school; vacancy and turnover rates; shares of schools below a minimum staffing floor; subject and grade gaps; and differences between the most and least served population groups. These results require cautious interpretation because sparsely populated schools may properly operate with low ratios while large schools may combine acceptable ratios with overcrowded classes.
The report rejects automatic use of a single numerical benchmark. A World Bank study published in 2003 used a pupil–teacher ratio of 40:1 as an indicative parameter in country costing scenarios for universal primary completion. That value reflected an observed average among a group of higher-completion low-income countries and was explicitly embedded in a model containing salaries, repetition, non-salary inputs, finance and country-specific adjustment. The same study recorded a range from 13:1 to 79:1 and recognised that geography and low population density can make a common average difficult to attain. The parameter is useful for testing fiscal and workforce implications; it is not evidence that every class, school or country ought to operate at 40 pupils per teacher.
Availability must be measured separately from employment. The 2004 *World Development Report* presents preliminary evidence from unannounced visits showing teacher absence rates between 13 and 26 per cent in the countries reported, with substantial variation among states within India. The measure included both authorised and unauthorised absence; it did not by itself establish misconduct. Its importance lies in showing that payroll and establishment data cannot demonstrate service delivery. Repeated observation, reasons for absence, leave records, training assignments and replacement arrangements are needed before diagnosis or response.
Instructional capacity is the closest workforce measure to the service received by pupils. It is estimated from available teachers, their teachable subjects or grades, scheduled contact time and the proportion of scheduled time delivered. It remains a capacity measure, not a measure of teaching quality or learning. A full complement of contact hours may be poorly taught; a capable teacher may work within an inadequate curriculum or without essential materials. Workforce planning must therefore connect capacity with, but not substitute for, classroom process and learning evidence.
The report proposes a tiered information system. The **personnel register** establishes unique identity, employment status, qualifications and assignment. The **establishment and payroll records** establish authorised posts, funding and payment. The **school census** establishes pupils, classes, programmes, facilities and staff reported at the school. The **timetable and attendance records** establish scheduled and delivered service. Training-provider records establish the potential entrant pipeline. Population and enrolment projections establish future demand. Reconciliation keys are required across these sources, with protected personal records separated from public aggregates.
Public reporting is to be concise at its highest level and exact in its technical record. A national profile is to disclose the workforce headcount and full-time equivalent, pupil–teacher and pupil–trained-teacher ratios, vacancy and attrition measures, distribution by sex and location, data coverage, reference dates and known breaks. Subnational tables are to reveal distribution without exposing individuals. Methodological notes are to identify whether teachers are counted by post, person or assignment, whether non-government schools and temporary staff are included, and how leave and multiple assignments are treated.
The central finding is that teacher sufficiency is a chain of conditions rather than a single stock. Governments may finance people, but children receive instruction only when appropriate teachers are recruited, deployed, retained, present and assigned sufficient time. Each link requires a separate indicator and a named administrative responsibility. A credible planning system does not convert gaps between those indicators into statistical inconvenience. It uses them to determine where public resources cease to become educational service.
Key findings
- Teacher headcount, authorised posts, filled posts, full-time-equivalent service, school assignment, presence and actual teaching are different quantities. Their reconciliation is the foundation of workforce planning.
- The pupil–teacher ratio is a resource ratio, not a class-size measure. It cannot establish how many pupils occupy a classroom, how much teachers teach or whether subject requirements are met.
- “Trained teacher” is defined by national minimum requirements. International comparison requires disclosure of that rule and cannot assume equal depth or content of preparation.
- Demand is generated by pupils, classes, curriculum periods, school organisation and teachers' contact time. Aggregate enrolment divided by a chosen ratio is only an initial scenario, not a staffing establishment.
- Workforce projections require a stock-and-flow identity. Recruitment must cover replacement demand as well as enrolment growth; training completions must not be equated with appointments.
- National sufficiency can coexist with local scarcity. Deployment analysis must show school and district distributions, vacancies, turnover, subject gaps and the position of underserved populations.
- A low pupil–teacher ratio does not necessarily indicate efficient or equitable service. Small schools, fragmented provision, low teacher contact hours or surplus staff in accessible locations can lower the national ratio without resolving shortages elsewhere.
- An indicative 40:1 ratio used in a 2003 costing study was a model parameter drawn from a particular sample and policy package. It is not a universal quality threshold or class-size standard.
- Presence is not proved by payroll status. Observation data require clear reference periods, repeated visits and separation of authorised absence, official duty, training and unexplained absence.
- Instructional capacity measures deliverable time by appropriate staff. It remains distinct from instructional quality and student learning.
- Teacher payroll, personnel, establishment, school-census and timetable records serve different purposes. Reconciliation requires stable identifiers, dated transactions and explicit responsibility for correction.
- Attrition must be reported by reason and population. An aggregate exit rate can conceal retirement pressure, early-career resignation, avoidable rural turnover or mortality.
- Workforce scenarios must publish assumptions for enrolment, class formation, contact hours, salaries, attrition, training yield and deployment. A point estimate without sensitivities is not a planning result.
- Public reporting must preserve uncertainty and missing coverage. Unknown qualification, assignment or presence status is not to be classified as compliant or converted to zero.
- The public-interest test is whether each child has dependable access to appropriately prepared instructional time, not whether a national staffing ratio appears favourable.
Scope and method
This study concerns teachers in school education, with primary education providing the principal comparative case because the international expansion commitment and the available data are most developed at that level. Pre-primary, secondary and specialised provision are addressed where their organisational requirements show why the same indicator cannot be transferred without adjustment. The report does not determine individual employment rights, prescribe national salary scales or assess named schools or teachers.
The evidence cut-off is 13 March 2005. The analysis draws on international instruments, statistical publications and global development reports available by that date. It gives priority to original official definitions and documented tables. Figures reproduced from comparative publications retain their stated status, including preliminary data, national-definition limitations and model assumptions. Later terminology and later revisions are excluded.
Five analytical operations are used. **Accounting analysis** maps authorised resources to delivered instruction. **Demographic analysis** projects pupils and workforce exits. **organisational analysis** translates curriculum and school structure into staffing demand. **distributional analysis** tests whether national supply reaches different places and populations. **measurement analysis** specifies the source, unit, denominator, reference period and uncertainty of each indicator. No composite index is produced because the dimensions are not interchangeable and would require contestable weights.
Illustrative equations and scenarios are provided to expose assumptions rather than to create country forecasts. Values labelled as illustrations do not describe an actual country. Published comparative figures are reproduced only where they illuminate a measurement issue. The report does not rank countries and does not infer individual performance from aggregate workforce conditions.
Part I
From employment records to educational service
The planning object
remedy and timetabling, service, received in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 1. The planning object to connect evidence with delivery, unequal effect and correction. 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.
capacity and transition, different, remedy in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 1. The planning object to connect evidence with delivery, unequal effect and correction. 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.
comparability and teacher, required, subject in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 1. The planning object to connect evidence with delivery, unequal effect and correction. 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.
Eight workforce quantities that must not be merged
equity and scheduled, instructional, activity in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 2. Eight workforce quantities that must not be merged to connect evidence with delivery, unequal effect and correction. 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.
authority and engaged, official, teaching in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 2. Eight workforce quantities that must not be merged to connect evidence with delivery, unequal effect and correction. 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.
| Stage | Statistical unit | Core evidence | Principal control question | Misstatement prevented |
|---|---|---|---|---|
| Authorised establishment | Post | Approved staffing schedule | Has the competent authority created the position? | Treating an unapproved need as a funded resource |
| Budget provision | Funded post or full-time equivalent | Appropriation and allotment | Is expenditure available for the reference period? | Counting posts that cannot be paid |
| Appointment | Filled post | Appointment transaction | Has a person lawfully accepted the position? | Treating recruitment intention as employment |
| Employment | Unique person | Personnel register | Is the employment relationship active and non-duplicated? | Double counting multiple records |
| Workload | Full-time equivalent | Contract and workload rule | What proportion of full-time service is purchased? | Equating part-time and full-time staff |
| Assignment | Person-location-period | Deployment order | Where and for which function is service required? | Assigning central staff to a school total |
| Presence | Person-observation | Attendance or observation record | Was the teacher available at the required place and time? | Treating payroll status as attendance |
| Instruction | Teacher-period-subject | Timetable and delivery record | Was the scheduled teaching activity delivered? | Treating presence as instruction |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: ICEQC analytical framework based on the distinctions required by official personnel, finance and service-delivery records.[REF-06] [REF-08] [REF-11]
The service-conversion account
uncertainty and available, instruction, delivered in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 3. The service-conversion account to connect evidence with delivery, unequal effect and correction. 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.
remedy and variation, unresolved, authority in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 3. The service-conversion account to connect evidence with delivery, unequal effect and correction. 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.
capacity and reported, incompatibility, stated in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 3. The service-conversion account to connect evidence with delivery, unequal effect and correction. 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.
Public-interest basis
continuity and continuity, instruction, practice in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 4. Public-interest basis to connect evidence with delivery, unequal effect and correction. 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]
equity and resulting, distribution, visible in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 4. Public-interest basis to connect evidence with delivery, unequal effect and correction. 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.
authority and service, identifies, symptom in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 4. Public-interest basis to connect evidence with delivery, unequal effect and correction. 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]
Part II
Defining the teacher stock
Person, post and assignment
coverage and register, preserves, identifiers in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 5. Person, post and assignment to connect evidence with delivery, unequal effect and correction. 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.
feasibility and concurrent, assignments, consolidated in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 5. Person, post and assignment to connect evidence with delivery, unequal effect and correction. 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.
uncertainty and release, revision, retained in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 5. Person, post and assignment to connect evidence with delivery, unequal effect and correction. 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.
Headcount and full-time equivalent
capacity and answer, different, questions in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 6. Headcount and full-time equivalent to connect evidence with delivery, unequal effect and correction. 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.
comparability and contact, contact, recorded in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 6. Headcount and full-time equivalent to connect evidence with delivery, unequal effect and correction. 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.
continuity and students, teachers, distinguishes in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 6. Headcount and full-time equivalent to connect evidence with delivery, unequal effect and correction. 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]
Teaching and non-teaching functions
authority and required, addition, occupational in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 7. Teaching and non-teaching functions to connect evidence with delivery, unequal effect and correction. 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.
distribution and headcount, workforce, analysis in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 7. Teaching and non-teaching functions to connect evidence with delivery, unequal effect and correction. 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.
timing and transfer, classroom, teaching in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 7. Teaching and non-teaching functions to connect evidence with delivery, unequal effect and correction. 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]
Employment status and contingent capacity
feasibility and rights, qualification, workloads in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 8. Employment status and contingent capacity to connect evidence with delivery, unequal effect and correction. 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.
uncertainty and conditions, observed, teaching in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 8. Employment status and contingent capacity to connect evidence with delivery, unequal effect and correction. 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.
remedy and supervision, continuity, service in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 8. Employment status and contingent capacity to connect evidence with delivery, unequal effect and correction. 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]
Qualification and training status
comparability and uniform, preparation, threshold in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 9. Qualification and training status to connect evidence with delivery, unequal effect and correction. **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]
continuity and forced, trained, untrained in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 9. Qualification and training status to connect evidence with delivery, unequal effect and correction. 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”.
equity and establish, workforce, trained in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 9. Qualification and training status to connect evidence with delivery, unequal effect and correction. 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.
| Domain | Required categories | Statistical purpose | Essential metadata |
|---|---|---|---|
| Employment relationship | Permanent; fixed-term; probationary; substitute; other defined status | Retention, cost and continuity | Legal or administrative definition; start and end dates |
| Work intensity | Full time; part time; multiple assignment | Headcount-to-FTE conversion | National full-time hours and conversion rule |
| Function | Classroom teaching; school leadership with teaching; leadership without teaching; support; administration; leave | Identify direct instructional stock | Reference-week function and treatment of mixed duties |
| Preparation | Professionally qualified; in recognised preparation; provisional; not meeting current requirement; unknown | Qualification and training analysis | Applicable national requirement and effective date |
| Subject or grade fit | Matched; partially matched; not matched; not applicable; unknown | Deployability and subject capacity | Field of preparation and assigned curriculum |
| Location | School; cluster; district; central; mobile; unassigned | Deployment analysis | Stable location code and assignment dates |
| Payroll status | Paid; payment pending; unpaid leave; suspended; not on payroll | Reconciliation and retention risk | Pay period and employing authority |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: ICEQC specification derived from the measurement needs identified in official teacher, finance and education-system reporting.[REF-02] [REF-04] [REF-08]
Part III
Workforce flows and replacement demand
The stock-and-flow identity
uncertainty and remains, employed, ministry in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 10. The stock-and-flow identity to connect evidence with delivery, unequal effect and correction. 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.
remedy and before, series, projection in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 10. The stock-and-flow identity to connect evidence with delivery, unequal effect and correction. 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.
capacity and growth, figure, conceals in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 10. The stock-and-flow identity to connect evidence with delivery, unequal effect and correction. 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.
Entry pipeline
The potential entry pipeline begins with eligible applicants, continues through admission to preparation, enrolment, progression, completion, recognition, application for employment, selection, appointment and reporting for duty. Attrition occurs at every transition. Training capacity is therefore not the same as employable supply.
equity and willing, isolated, communities in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 11. Entry pipeline to connect evidence with delivery, unequal effect and correction. 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.
Lead time is central. Expansion planned for the following school year cannot be met through a preparation programme lasting several years unless candidates are already in the pipeline 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.
Exit, attrition and mobility
timing and depend, defined, boundary in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 12. Exit, attrition and mobility to connect evidence with delivery, unequal effect and correction. 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.
coverage and rather, single, attrition in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 12. Exit, attrition and mobility to connect evidence with delivery, unequal effect and correction. 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]
feasibility and leaving, difficult, conditions in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 12. Exit, attrition and mobility to connect evidence with delivery, unequal effect and correction. “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.
Replacement demand and growth demand
remedy and workforce, ageing, attrition in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 13. Replacement demand and growth demand to connect evidence with delivery, unequal effect and correction. 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.
capacity and institutional, demand, included in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 13. Replacement demand and growth demand to connect evidence with delivery, unequal effect and correction. 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.
| Measure | Numerator | Denominator or base | Interpretation | Required exclusion or qualification |
|---|---|---|---|---|
| Entry rate | First entrants during period | Opening workforce | Recruitment relative to existing stock | Re-entrants and transfers in reported separately |
| Re-entry rate | Persons returning after a defined break | Opening workforce | Recovery of prior teaching capacity | Temporary return from leave not double counted |
| Attrition rate | Verified exits from defined workforce | Opening or average workforce, as stated | Loss from the planning boundary | School transfers excluded from national attrition |
| School turnover rate | Arrivals plus departures at school | Average school workforce | Staffing instability | Expansion-driven arrivals identified |
| Retirement exposure | Staff reaching eligibility within horizon | Current workforce | Foreseeable replacement pressure | Eligibility rule and assumed retirement behaviour stated |
| Training yield | Recognised completions | Entrants to preparation cohort | Pipeline conversion | Cohort and elapsed duration aligned |
| Appointment yield | Appointees reporting for duty | Eligible selected candidates | Recruitment conversion | Deferred appointments separated |
| First-year retention | New entrants remaining after defined year | New entrants who reported | Initial continuity | Transfers within system not treated as exits |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: ICEQC stock-and-flow framework. Rates are to be calculated separately by level, subject, sex, location and employment status where numbers and confidentiality permit.
Age and experience structure
distribution and tenure, present, school in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 14. Age and experience structure to connect evidence with delivery, unequal effect and correction. Experience distribution provides information about induction and career structure but must distinguish total teaching experience from tenure in the present school.
timing and depends, distribution, average in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 14. Age and experience structure to connect evidence with delivery, unequal effect and correction. 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.
coverage and through, personnel, controls in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 14. Age and experience structure to connect evidence with delivery, unequal effect and correction. 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.
Scenario uncertainty
uncertainty and variants, account, assumptions in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 15. Scenario uncertainty to connect evidence with delivery, unequal effect and correction. 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.
remedy and curriculum, favourable, outcome in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 15. Scenario uncertainty to connect evidence with delivery, unequal effect and correction. 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.
Part IV
Translating educational demand into staffing demand
Pupil projections are the starting point, not the staffing result
continuity and settlement, school, choice in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 16. Pupil projections are the starting point, not the staffing result to connect evidence with delivery, unequal effect and correction. 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.
equity and requirement, pupils, school in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 16. Pupil projections are the starting point, not the staffing result to connect evidence with delivery, unequal effect and correction. 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.
authority and insufficient, underlying, change in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 16. Pupil projections are the starting point, not the staffing result to connect evidence with delivery, unequal effect and correction. The model must permit policy shocks and show their implementation date. A straight-line trend is insufficient where the underlying rules change.
Class formation
timing and applying, national, indivisibility in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 17. Class formation to connect evidence with delivery, unequal effect and correction. 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.
coverage and professional, instructional, requirement in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 17. Class formation to connect evidence with delivery, unequal effect and correction. 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.
feasibility and explicit, school, records in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 17. Class formation to connect evidence with delivery, unequal effect and correction. 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.
Curriculum periods and subject specialisation
remedy and pooled, across, distance in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 18. Curriculum periods and subject specialisation to connect evidence with delivery, unequal effect and correction. The aggregate number of periods can balance while individual schools have fractional shortages that cannot be pooled across distance.
capacity and recruitment, retraining, deployment in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 18. Curriculum periods and subject specialisation to connect evidence with delivery, unequal effect and correction. 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.
comparability and without, stated, equivalence in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 18. Curriculum periods and subject specialisation to connect evidence with delivery, unequal effect and correction. “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.
Teacher contact time
equity and materially, contact, obligations in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 19. Teacher contact time to connect evidence with delivery, unequal effect and correction. 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.
authority and without, timetable, context in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 19. Teacher contact time to connect evidence with delivery, unequal effect and correction. 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]
distribution and credible, allocation, working in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 19. Teacher contact time to connect evidence with delivery, unequal effect and correction. 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.
Minimum viable staffing
coverage and automatically, labelled, inefficient in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 20. Minimum viable staffing to connect evidence with delivery, unequal effect and correction. 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.
feasibility and transport, reliability, calculation in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 20. Minimum viable staffing to connect evidence with delivery, unequal effect and correction. Transport time and reliability enter the calculation where staff serve more than one site.
uncertainty and geographic, community, evidence in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 20. Minimum viable staffing to connect evidence with delivery, unequal effect and correction. 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.
| Setting | Primary demand driver | Required constraint | Common error | Minimum sensitivity test |
|---|---|---|---|---|
| Class-teacher primary school | Classes by grade | Class formation and school minimum | Dividing national enrolment by a ratio | Alternative class-size and multi-grade rules |
| Subject-specialist secondary school | Subject periods by pupil group | Teacher contact load and subject match | Treating all teachers as interchangeable | Curriculum-period and subject-vacancy variants |
| Small remote school | Minimum viable complement | Distance, grade span and continuity | Declaring low ratio inefficient | Cluster, transport and multi-grade feasibility |
| Double-shift school | Classes and shifts | Workload, facility time and separate staffing | Assuming facility expansion equals teacher expansion | One-workforce and two-workforce shift cases |
| Multi-grade school | Combined grade groups | Preparation, curriculum and materials | Assuming one teacher can combine any grades | Alternative grade combinations and support time |
| Mobile or itinerant service | Required visits and contact hours | Travel time and schedule reliability | Counting travel as instruction | Seasonal and route disruption cases |
| Inclusive or specialised provision | Assessed service requirement | Specialist skills and support configuration | Using general PTR as sufficient evidence | Caseload, contact and multidisciplinary cases |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: ICEQC organisational demand framework. Values are determined under national curriculum, employment and access rules.
Part V
Deployment and distribution
National balance is not local sufficiency
authority and school, district, entitlement in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 21. National balance is not local sufficiency to connect evidence with delivery, unequal effect and correction. 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.
distribution and actual, circumstances, published in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 21. National balance is not local sufficiency to connect evidence with delivery, unequal effect and correction. 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.
Distributional statistics
coverage and dispersion, useful, labelled in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 22. Distributional statistics to connect evidence with delivery, unequal effect and correction. 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.
feasibility and standards, publication, explain in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 22. Distributional statistics to connect evidence with delivery, unequal effect and correction. 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.
| Measure | Construction | Question answered | Limitation |
|---|---|---|---|
| National resource ratio | Total pupils divided by total teacher FTE | Overall labour resource relative to pupils | Conceals school and subject distribution |
| Median school ratio | Middle value of school-level ratios | Condition of the middle school | Does not weight by pupils |
| Pupil-weighted percentile exposure | Ratio experienced by ordered shares of pupils | How pupils are distributed across staffing conditions | Requires reliable school linkage |
| Interquartile range | 75th percentile minus 25th percentile | Central dispersion among schools or districts | Does not show extreme tail |
| Entitlement deviation | Actual FTE minus rule-based entitlement | Location and scale of over- or under-allocation | Depends on validity of allocation rule |
| Vacancy incidence | Schools with at least one funded vacancy divided by schools in scope | Breadth of unfilled need | One vacancy may have different effects by school size |
| Trained-teacher exposure | Pupils divided by trained teacher FTE | Access to nationally recognised preparation | National training definitions differ |
| Subject coverage rate | Required subject periods assignable to matched staff divided by required periods | Timetable feasibility | Credential match does not prove teaching quality |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: ICEQC specification. Distributions are to be produced by level and, where relevant, rurality, sex composition, poverty or other nationally defined equity characteristics.
Rural and remote deployment
continuity and remains, vacant, repeatedly in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 23. Rural and remote deployment to connect evidence with delivery, unequal effect and correction. 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.
equity and implemented, deployment, measure in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 23. Rural and remote deployment to connect evidence with delivery, unequal effect and correction. 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]
authority and establish, change, school in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 23. Rural and remote deployment to connect evidence with delivery, unequal effect and correction. 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.
Gender and workforce distribution
timing and assignment, employment, status in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 24. Gender and workforce distribution to connect evidence with delivery, unequal effect and correction. It is not a universal measure of quality. Interpretation requires level, location, leadership distribution, subject assignment and employment status.
coverage and practice, rather, aggregate in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 24. Gender and workforce distribution to connect evidence with delivery, unequal effect and correction. 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.
Subject, language and grade mismatch
uncertainty and matched, unmatched, subjects in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 25. Subject, language and grade mismatch to connect evidence with delivery, unequal effect and correction. 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.
remedy and appropriate, collection, relevant in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 25. Subject, language and grade mismatch to connect evidence with delivery, unequal effect and correction. 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.
capacity and preparation, support, assignment in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 25. Subject, language and grade mismatch to connect evidence with delivery, unequal effect and correction. 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.
Turnover and continuity
continuity and vacancy, repeatedly, refilled in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 26. Turnover and continuity to connect evidence with delivery, unequal effect and correction. 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.
equity and before, service, interrupted in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 26. Turnover and continuity to connect evidence with delivery, unequal effect and correction. 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.
Deployment decision rules
distribution and available, durable, assignment in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 27. Deployment decision rules to connect evidence with delivery, unequal effect and correction. 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]
timing and teacher, retained, locations in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 27. Deployment decision rules to connect evidence with delivery, unequal effect and correction. 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.
| Observed condition | Evidence required before interpretation | Possible administrative locus | Proportionate response class |
|---|---|---|---|
| High district ratio | School distribution, vacancies, enrolment accuracy, FTE rule | Establishment and deployment authority | Recruit, redeploy or correct data according to cause |
| Low district ratio with school shortages | Distribution, non-teaching assignments, small-school structure | Deployment and school-organisation authority | Rebalance where feasible; protect justified minimums |
| Repeated remote turnover | Exit reasons, housing, payment, safety, career and family conditions | Employer and cross-government services | Package of conditions, local pipeline and support |
| Subject vacancy despite overall surplus | Qualification field, timetable and mobility | Recruitment and curriculum authorities | Subject-specific preparation or reassignment |
| High unknown qualification share | Credential records and verification capacity | Personnel register and qualification authority | Record verification before classification |
| Transfer recorded but teacher not present | Effective dates, payroll, school confirmation and leave | Personnel and district administration | Reconcile transaction and secure continuity |
| Low female share in specified locations | Applicant pipeline, appointment, facilities and safety evidence | Recruitment and deployment authorities | Address evidenced barriers with safeguards |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: ICEQC diagnostic framework. The listed responses are classes of action, not findings about a particular jurisdiction.
Part VI
Comparative evidence available at the 2005 cut-off
What the international table can and cannot show
comparability and official, national, responses in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 28. What the international table can and cannot show to connect evidence with delivery, unequal effect and correction. 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]
continuity and qualifications, result, peripheral in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 28. What the international table can and cannot show to connect evidence with delivery, unequal effect and correction. 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.
| Region or income group | Primary teachers trained | Primary pupil–teacher ratio | Reference period | Comparability statement |
|---|---|---|---|---|
| World | 86.2% | 28:1 | 2001/02, preliminary | Aggregates marked as medians or source-defined aggregates; national training rules vary |
| Low income | 76.1% | 40:1 | 2001/02, preliminary | Coverage and national definitions vary |
| Middle income | 90.4% | 22:1 | 2001/02, preliminary | Income-group result conceals regional and country dispersion |
| East Asia and Pacific | 93.5% | 22:1 | 2001/02, preliminary | Does not establish class size or assignment match |
| Europe and Central Asia | Not reported | 17:1 | 2001/02, preliminary | Missing training aggregate remains missing |
| Latin America and the Caribbean | 76.7% | 26:1 | 2001/02, preliminary | Training definition and coverage require country notes |
| Middle East and North Africa | 96.8% | 24:1 | 2001/02, preliminary | High trained share does not measure current practice |
| South Asia | 66.9% | 42:1 | 2001/02, preliminary | Aggregate does not reveal within-country deployment |
| Sub-Saharan Africa | 80.4% | 45:1 | 2001/02, preliminary | Country coverage and distribution must be examined |
| High income | Not reported | 17:1 | 2001/02, preliminary | A lower ratio is not by itself evidence of higher value added |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: World Bank, *World Development Indicators 2004*, table 2.10. “Not reported” preserves the published absence of an aggregate. Values do not constitute targets.[REF-05]
Reading the regional pattern
coverage and amount, contact, receives in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 29. Reading the regional pattern to connect evidence with delivery, unequal effect and correction. 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.
feasibility and within, reporting, boundary in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 29. Reading the regional pattern to connect evidence with delivery, unequal effect and correction. 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.
uncertainty and conditions, different, interventions in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 29. Reading the regional pattern to connect evidence with delivery, unequal effect and correction. 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.
Country variation and data completeness
capacity and occupy, contextual, diagnosis in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 30. Country variation and data completeness to connect evidence with delivery, unequal effect and correction. 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]
comparability and interpret, absent, compliance in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 30. Country variation and data completeness to connect evidence with delivery, unequal effect and correction. 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.
continuity and single, remove, obligation in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 30. Country variation and data completeness to connect evidence with delivery, unequal effect and correction. A comparative extract is therefore to carry the country-specific note. The convenience of a single table does not remove this obligation.
Resource ratio versus class size
authority and organisation, groups, differ in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 31. Resource ratio versus class size to connect evidence with delivery, unequal effect and correction. 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]
distribution and teacher, organisation, differs in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 31. Resource ratio versus class size to connect evidence with delivery, unequal effect and correction. 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.
timing and resources, interact, instrument in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 31. Resource ratio versus class size to connect evidence with delivery, unequal effect and correction. 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.
Comparative teaching time
feasibility and instruction, different, contact in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 32. Comparative teaching time to connect evidence with delivery, unequal effect and correction. 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]
uncertainty and required, scheduled, delivered in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 32. Comparative teaching time to connect evidence with delivery, unequal effect and correction. 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.
Evidence on presence
capacity and gujarat, listed, states in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 33. Evidence on presence to connect evidence with delivery, unequal effect and correction. 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]
| Observed jurisdiction | Teachers absent on unannounced visit | Source status | Interpretation required |
|---|---|---|---|
| Ecuador | 16% | Preliminary | Includes authorised and unauthorised reasons |
| India, average for 14 states | 25% | Preliminary | State dispersion is material |
| Indonesia | 18% | Preliminary | Visit-based estimate, not annual payroll measure |
| Papua New Guinea | 15% | Preliminary | Persons expected but not present |
| Peru | 13% | Preliminary | Does not identify reason or replacement by itself |
| Zambia | 17% | Preliminary | System inference depends on sample design |
| Uganda | 26% | Preliminary | Not an individual misconduct measure |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: World Bank, *World Development Report 2004*, table 1.2 and accompanying notes.[REF-06]
authority and overstate, observation, proves in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 33. Evidence on presence to connect evidence with delivery, unequal effect and correction. The indicator measures the gap between expected and observed presence. Diagnosis requires verification of reasons, scheduling and substitution. Use of the term “absenteeism” without this distinction would overstate what the observation proves.
distribution and subnational, estimates, released in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 33. Evidence on presence to connect evidence with delivery, unequal effect and correction. A national rate can obscure locations with much higher or lower presence, just as a national pupil–teacher ratio obscures deployment. Sample design and repeated visits are needed before stable subnational estimates are released.
Costing evidence and the status of 40:1
coverage and finance, private, enrolment in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 34. Costing evidence and the status of 40:1 to connect evidence with delivery, unequal effect and correction. 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]
feasibility and isolated, causal, threshold in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 34. Costing evidence and the status of 40:1 to connect evidence with delivery, unequal effect and correction. 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.
uncertainty and material, constraint, unresolved in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 34. Costing evidence and the status of 40:1 to connect evidence with delivery, unequal effect and correction. 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]
A bounded comparative conclusion
capacity and estimate, delivered, instructional in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 35. A bounded comparative conclusion to connect evidence with delivery, unequal effect and correction. 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.
comparability and direct, evidence, required in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 35. A bounded comparative conclusion to connect evidence with delivery, unequal effect and correction. 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.
Part VII
Presence, time and instructional capacity
Presence as a service-delivery measure
authority and separately, initial, observation in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 36. Presence as a service-delivery measure to connect evidence with delivery, unequal effect and correction. 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.
distribution and applicable, across, countries in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 36. Presence as a service-delivery measure to connect evidence with delivery, unequal effect and correction. 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]
Administrative attendance systems cover more days but can be affected by incomplete signing, retrospective alteration or unclear schedules. 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.
Reasons, duration and replacement
feasibility and replacement, continuity, effects in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 37. Reasons, duration and replacement to connect evidence with delivery, unequal effect and correction. 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.
uncertainty and reported, distinct, arrangement in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 37. Reasons, duration and replacement to connect evidence with delivery, unequal effect and correction. 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.
Calendar, closure and timetable loss
capacity and closure, measured, separately in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 38. Calendar, closure and timetable loss to connect evidence with delivery, unequal effect and correction. 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.
comparability and surveillance, professional, action in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 38. Calendar, closure and timetable loss to connect evidence with delivery, unequal effect and correction. 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.
From employed FTE to instructional FTE
Instructional full-time equivalent converts delivered contact time into the nationally defined annual contact-time obligation of a full-time teacher. If 1,000 employed FTE are assigned to teaching, 95 per cent of scheduled school time is open, teachers are available for 92 per cent of expected time, and 96 per cent of available scheduled periods are delivered, the illustrative instructional capacity is 839 FTE before subject-match adjustment: (1,000 \times 0.95 \times 0.92 \times 0.96).
authority and delivered, period, applied in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 39. From employed FTE to instructional FTE to connect evidence with delivery, unequal effect and correction. 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.
| Quantity | Unit | Calculation boundary | Evidence | Interpretation limit |
|---|---|---|---|---|
| Intended school time | Days or hours | Official calendar and timetable | Legal or administrative calendar | Does not show local opening |
| School-open time | Days or hours | Time school available for pupils | Dated closure record | Does not show teacher presence |
| Scheduled teacher contact | Teacher-periods | Required teacher timetable | Approved timetable | Does not show delivery |
| Available teacher contact | Teacher-periods | Scheduled periods with teacher available | Roster, leave and observation | Authorised and unauthorised absence separated |
| Delivered instruction | Teacher-periods or pupil-hours | Periods in which instruction occurred | Class log or sampled observation | Does not measure pedagogical quality |
| Subject-matched delivery | Teacher-periods | Delivered by staff meeting stated match rule | Qualification and assignment records | Match rule is nationally defined |
| Pupil-received time | Pupil-hours | Delivered periods multiplied by pupils participating | Attendance and delivery records | Participation quality not established |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: ICEQC instructional-capacity account, informed by official work-time and service-delivery measurement.[REF-06] [REF-08]
Capacity is not quality
Instructional capacity is an enabling condition. 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 processes, and outcomes; the workforce account occupies only part of this wider structure.[REF-03]
remedy and decision, retains, limitation in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 40. Capacity is not quality to connect evidence with delivery, unequal effect and correction. 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.
Part VIII
Data architecture and reconciliation
Personnel register
continuity and public, outputs, aggregated in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 41. Personnel register to connect evidence with delivery, unequal effect and correction. 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.
equity and details, individual, attendance in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 41. Personnel register to connect evidence with delivery, unequal effect and correction. 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.
Establishment and payroll
distribution and payments, delayed, removal in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 42. Establishment and payroll to connect evidence with delivery, unequal effect and correction. 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.
timing and published, teacher, totals in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 42. Establishment and payroll to connect evidence with delivery, unequal effect and correction. 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.
School census and timetable records
feasibility and identifiers, permit, reconciliation in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 43. School census and timetable records to connect evidence with delivery, unequal effect and correction. 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.
uncertainty and supported, school, record in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 43. School census and timetable records to connect evidence with delivery, unequal effect and correction. 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.
Training-provider pipeline
capacity and status, programme, changes in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 44. Training-provider pipeline to connect evidence with delivery, unequal effect and correction. These data require cohort identifiers so that completion yield is not calculated from unrelated annual totals. Recognition status and programme changes are dated.
comparability and rather, filled, assumption in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 44. Training-provider pipeline to connect evidence with delivery, unequal effect and correction. 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.
Master classifications
equity and detail, preserved, beneath in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 45. Master classifications to connect evidence with delivery, unequal effect and correction. ISCED 1997 supports international level mapping, while national detail is preserved beneath that map.[REF-10]
authority and unless, historical, recoded in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 45. Master classifications to connect evidence with delivery, unequal effect and correction. 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.
| Source | Primary object | Reference timing | Required key | Principal comparison |
|---|---|---|---|---|
| Personnel register | Unique person and employment event | Transaction and snapshot | Protected person identifier | Payroll, assignment and qualification |
| Establishment | Authorised post | Budget or school year | Post and organisation identifier | Funded and filled status |
| Payroll | Payment transaction | Pay period | Protected person and cost-centre identifiers | Active employment and assignment |
| School census | School resources and pupils | Common census date | School and person/assignment identifiers | Personnel location and enrolment |
| Timetable | Scheduled instructional period | Term or cycle | School, teacher, class and period | Workload and subject match |
| Attendance or observation | Availability and delivery | Dated event | School, person or class and time | Schedule and leave |
| Training-provider record | Candidate progression | Cohort and event | Protected candidate identifier | Recognition and employment entry |
| Population projection | Potential pupil population | Projection year | Geography, age and sex | Enrolment demand |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: ICEQC data-reconciliation design. Personal identifiers are protected and do not enter public tables.
Revision and statistical independence
uncertainty and confidential, treatment, individual in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 46. Revision and statistical independence to connect evidence with delivery, unequal effect and correction. 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]
remedy and necessary, public, interpretation in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 46. Revision and statistical independence to connect evidence with delivery, unequal effect and correction. 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.
Part IX
Planning scenarios and finance
Scenario construction
continuity and teacher, requirement, calculated in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 47. Scenario construction to connect evidence with delivery, unequal effect and correction. 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.
equity and vacancies, internally, inconsistent in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 47. Scenario construction to connect evidence with delivery, unequal effect and correction. Each case uses coherent assumptions. Combining high enrolment with low training capacity but leaving vacancies at zero is internally inconsistent.
The place of ratio benchmarks
distribution and salary, inputs, finance in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 48. The place of ratio benchmarks to connect evidence with delivery, unequal effect and correction. 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]
timing and fiscal, capacity, feasibility in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 48. The place of ratio benchmarks to connect evidence with delivery, unequal effect and correction. 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.
Salary bill and complementary inputs
feasibility and recruited, cadres, separately in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 49. Salary bill and complementary inputs to connect evidence with delivery, unequal effect and correction. 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.
uncertainty and required, effective, teaching in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 49. Salary bill and complementary inputs to connect evidence with delivery, unequal effect and correction. 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]
Training and transition costs
capacity and appear, implementation, schedule in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 50. Training and transition costs to connect evidence with delivery, unequal effect and correction. 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.
comparability and period, overstates, capacity in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 50. Training and transition costs to connect evidence with delivery, unequal effect and correction. Counting the same teacher as fully available for instruction and full-time preparation over the same period overstates capacity.
Fiscal sustainability
equity and future, sustainable, staffing in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 51. Fiscal sustainability to connect evidence with delivery, unequal effect and correction. 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.
The United Nations Millennium Project report available in January 2005 calls for country-based strategies that connect investment needs to public management and financing. Workforce projections serve that process when assumptions, sequencing and domestic responsibilities are explicit.[REF-09]
| Component | Base case | Demand-pressure case | Implementation-capacity case | Unit or rule |
|---|---|---|---|---|
| Projected pupils | 480,000 | 520,000 | 480,000 | Pupils in scope |
| Modelled classes | 13,300 | 15,300 | 13,300 | Rounded school/grade calculation |
| Core class-teacher requirement | 13,300 | 15,300 | 13,300 | FTE |
| Specialist and minimum staffing | 1,250 | 1,450 | 1,250 | FTE |
| Leave and temporary replacement reserve | 580 | 840 | 430 | FTE; scenario assumption |
| Total deployable requirement | 15,130 | 17,590 | 14,980 | FTE |
| Opening deployable stock | 13,900 | 13,900 | 13,900 | FTE |
| Expected exits before opening | 620 | 760 | 620 | FTE |
| Required gross additions | 1,850 | 4,450 | 1,700 | FTE before training yield |
| Expected appointment yield | 85% | 80% | 70% | Eligible completers reporting |
| Candidate completions required | 2,177 | 5,563 | 2,429 | Rounded upward |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
coverage and replacement, appointment, reconciled in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 51. Fiscal sustainability to connect evidence with delivery, unequal effect and correction. The figures do not describe a country and do not prescribe staffing parameters. Their purpose is to show that enrolment, class formation, replacement and appointment yield must be reconciled.
Part X
Public reporting and use
National profile
remedy and temporary, missing, records in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 52. National profile to connect evidence with delivery, unequal effect and correction. It states coverage of non-government provision, temporary staff and missing records.
capacity and subjects, retained, shortages in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 52. National profile to connect evidence with delivery, unequal effect and correction. 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.
Subnational and school-level use
continuity and characteristics, suppressed, combined in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 53. Subnational and school-level use to connect evidence with delivery, unequal effect and correction. 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.
equity and accompany, material, deficiencies in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 53. Subnational and school-level use to connect evidence with delivery, unequal effect and correction. The responsible authority and correction route accompany material deficiencies.
Comparability statement
distribution and withheld, clearly, qualified in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 54. Comparability statement to connect evidence with delivery, unequal effect and correction. If one country reports headcount and another FTE, direct ranking is withheld or clearly qualified.
timing and reconstruct, statistical, boundary in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 54. Comparability statement to connect evidence with delivery, unequal effect and correction. 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.
Appropriate and inappropriate uses
feasibility and questions, automatic, sanctions in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 55. Appropriate and inappropriate uses to connect evidence with delivery, unequal effect and correction. It supports questions, not automatic sanctions.
uncertainty and without, workload, context in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 55. Appropriate and inappropriate uses to connect evidence with delivery, unequal effect and correction. It is also inappropriate to compare salary cost without workload and price context.
| Indicator | Mandatory note beside result | Minimum disaggregation | Prohibited shorthand |
|---|---|---|---|
| Teacher headcount | Person definition and coverage | Level, sex, location | “Available teachers” without assignment evidence |
| Teacher FTE | Full-time hours and conversion | Level, function, location | “Number of teachers” without unit |
| Pupil–teacher ratio | Pupil and teacher units, sector, year | District or school distribution | “Average class size” |
| Percentage trained | National minimum rule and unknown share | Level, location, sex where feasible | “Internationally qualified” |
| Vacancy rate | Post and funding definition | District, subject, duration | “Teacher shortage” without entitlement basis |
| Attrition rate | Boundary, denominator and reasons | Career stage, location, status | “Resignations” for all exits |
| Presence rate | Expected roster, visit design and reasons | Region and school type | “Absenteeism” where authorised reasons included |
| Instructional capacity | Calendar, schedule and delivery method | Level, subject and location | “Teaching quality” |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: ICEQC public-reporting controls.
Part XI
Differentiated planning contexts
Pre-primary provision
authority and especially, sensitive, classification in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 56. Pre-primary provision to connect evidence with delivery, unequal effect and correction. 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.
distribution and require, stated, conversion in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 56. Pre-primary provision to connect evidence with delivery, unequal effect and correction. 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.
timing and continuity, addition, persons in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 56. Pre-primary provision to connect evidence with delivery, unequal effect and correction. 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.
Primary class-teacher systems
feasibility and timing, cohort, retained in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 57. Primary class-teacher systems to connect evidence with delivery, unequal effect and correction. 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.
uncertainty and trained, teacher, percentage in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 57. Primary class-teacher systems to connect evidence with delivery, unequal effect and correction. 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.
remedy and annual, vacancy, snapshot in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 57. Primary class-teacher systems to connect evidence with delivery, unequal effect and correction. 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.
Lower-secondary subject transition
comparability and offset, shortage, another in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 58. Lower-secondary subject transition to connect evidence with delivery, unequal effect and correction. 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.
continuity and balance, timetable, operate in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 58. Lower-secondary subject transition to connect evidence with delivery, unequal effect and correction. 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.
equity and planning, remain, connected in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 58. Lower-secondary subject transition to connect evidence with delivery, unequal effect and correction. Hiring subject teachers without the enabling conditions may increase payroll but not the intended curriculum. Workforce and non-salary planning remain connected.
Upper-secondary and vocational programmes
distribution and trained, untrained, through in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 59. Upper-secondary and vocational programmes to connect evidence with delivery, unequal effect and correction. 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.
timing and staffing, independent, enrolment in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 59. Upper-secondary and vocational programmes to connect evidence with delivery, unequal effect and correction. 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.
coverage and employment, remains, funded in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 59. Upper-secondary and vocational programmes to connect evidence with delivery, unequal effect and correction. Redeployment scenarios state the additional preparation required and do not count a person as immediately deployable merely because an employment post remains funded.
| Education setting | Primary workload unit | Critical capability distinction | Principal planning risk | Required supplementary measure |
|---|---|---|---|---|
| Pre-primary | Session or child-contact hour | Teacher and assistant functions | Headcount overstating part-time capacity | Staff FTE and session coverage |
| Primary class-teacher | Class or multi-grade group | Grade, language and multi-grade preparation | National ratio suppressing integer school need | Classes without regular teacher |
| Lower-secondary specialist | Subject period | Field-to-subject match | Aggregate surplus alongside subject shortage | Required periods covered by matched staff |
| Upper-secondary academic | Advanced subject period | Depth and level of subject preparation | Small programme fractions | Timetable-feasible subject FTE |
| Vocational programme | Workshop or occupational module | Occupational expertise and pedagogy | Counting intermittent practitioners as full capacity | Delivered supervised workshop hours |
| Specialised support | Assessed service contact | Specialist role and team configuration | General ratio concealing unmet support | Caseload and scheduled contact |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: ICEQC differentiated planning framework.
Rapid expansion after policy change
A policy that removes fees, extends compulsory education or opens a new grade can change demand faster than the preparation pipeline. 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.
continuity and arrival, district, school in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 60. Rapid expansion after policy change to connect evidence with delivery, unequal effect and correction. 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.
equity and duration, corrective, explicit in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 60. Rapid expansion after policy change to connect evidence with delivery, unequal effect and correction. 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]
Conflict, displacement and institutional interruption
distribution and unexamined, permanent, payroll in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 61. Conflict, displacement and institutional interruption to connect evidence with delivery, unequal effect and correction. 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.
timing and credentials, records, verified in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 61. Conflict, displacement and institutional interruption to connect evidence with delivery, unequal effect and correction. 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.
coverage and details, endanger, pupils in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 61. Conflict, displacement and institutional interruption to connect evidence with delivery, unequal effect and correction. 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.
HIV/AIDS and workforce continuity
At the 2005 cut-off, HIV/AIDS constitutes a material workforce and pupil-planning concern in heavily affected countries. 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]
remedy and employment, health, arrangements in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 62. HIV/AIDS and workforce continuity to connect evidence with delivery, unequal effect and correction. 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.
capacity and stripping, experienced, training in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 62. HIV/AIDS and workforce continuity to connect evidence with delivery, unequal effect and correction. 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.
Remote, island and sparsely populated systems
continuity and limited, curriculum, breadth in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 63. Remote, island and sparsely populated systems to connect evidence with delivery, unequal effect and correction. 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.
equity and access, apparent, inefficiency in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 63. Remote, island and sparsely populated systems to connect evidence with delivery, unequal effect and correction. 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]
authority and reducing, nominal, elsewhere in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 63. Remote, island and sparsely populated systems to connect evidence with delivery, unequal effect and correction. 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.
Non-government and community provision
timing and reporting, separate, questions in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 64. Non-government and community provision to connect evidence with delivery, unequal effect and correction. Coverage is to follow the legal and statistical mandate and is clearly labelled. Public funding, employment responsibility and data reporting are separate questions.
coverage and endorsement, employment, conditions in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 64. Non-government and community provision to connect evidence with delivery, unequal effect and correction. 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.
feasibility and allocated, sector, stated in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 64. Non-government and community provision to connect evidence with delivery, unequal effect and correction. Person headcount is consolidated within the defined population, while assignment FTE is allocated to each sector under a stated rule.
Decentralised responsibility
remedy and school, cannot, unauthorised in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 65. Decentralised responsibility to connect evidence with delivery, unequal effect and correction. 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.
capacity and coverage, reporting, authorities in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 65. Decentralised responsibility to connect evidence with delivery, unequal effect and correction. 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.
comparability and allocation, unequal, treatment in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 65. Decentralised responsibility to connect evidence with delivery, unequal effect and correction. Otherwise, variation in ratios cannot be separated into legitimate adaptation, historical allocation or unequal treatment.
| Function | National responsibility | Intermediate responsibility | School or local responsibility | Evidence of completion |
|---|---|---|---|---|
| Classification | Common definitions and code versions | Apply and support definitions | Record local facts | Valid coded record |
| Establishment | Framework and fiscal ceiling | Approve or allocate posts as authorised | Submit evidenced need | Dated post authority |
| Recruitment | Eligibility and common safeguards | Conduct or coordinate selection | Confirm vacancy and arrival | Appointment plus report-to-duty record |
| Deployment | Equity rules and monitoring | Issue transfers or allocations | Confirm assignment and timetable | Reconciled location and periods |
| Payment | Funding and payroll control | Validate transactions where delegated | Confirm service exceptions | Pay-period reconciliation |
| Professional support | Preparation and career framework | Organise supervision and development | Provide induction and collaboration | Participation and service-continuity record |
| Publication | National aggregates and methodology | Subnational validation | Factual correction | Released, versioned statistics |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: ICEQC responsibility framework. Actual authority follows national law and administration.
Part XII
Planning conclusions
A sequenced national programme
coverage and results, revisions, unresolved in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 66. A sequenced national programme to connect evidence with delivery, unequal effect and correction. 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.
feasibility and planning, decision, enables in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 66. A sequenced national programme to connect evidence with delivery, unequal effect and correction. 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.
Institutional responsibilities
remedy and schedule, therefore, required in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 67. Institutional responsibilities to connect evidence with delivery, unequal effect and correction. 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.
capacity and factual, legitimacy, decisions in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 67. Institutional responsibilities to connect evidence with delivery, unequal effect and correction. 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]
Research priorities at the 2005 cut-off
continuity and causal, claims, intended in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 68. Research priorities at the 2005 cut-off to connect evidence with delivery, unequal effect and correction. Evaluation designs need comparison groups or credible counterfactuals where causal claims are intended.
equity and differently, constituted, credentials in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 68. Research priorities at the 2005 cut-off to connect evidence with delivery, unequal effect and correction. Harmonisation is valuable where it preserves national detail and does not imply that differently constituted credentials are equal.
Limitations
distribution and estimate, teacher, shortage in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 69. Limitations to connect evidence with delivery, unequal effect and correction. 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.
timing and choices, uncertainties, visible in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 69. Limitations to connect evidence with delivery, unequal effect and correction. It cannot remove uncertainty from demographic projection or predict individual behaviour. It can require that these choices and uncertainties be visible.
coverage and change, examining, implementation in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 69. Limitations to connect evidence with delivery, unequal effect and correction. 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.
feasibility and substitute, assumed, distribution in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 69. Limitations to connect evidence with delivery, unequal effect and correction. 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.
Conclusion
remedy and without, person, present in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 70. Conclusion to connect evidence with delivery, unequal effect and correction. 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.
capacity and breaks, planning, finding in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 70. Conclusion to connect evidence with delivery, unequal effect and correction. Where the chain breaks, the break is the planning finding.
comparability and aggregate, appearance, balance in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 70. Conclusion to connect evidence with delivery, unequal effect and correction. 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.
Part XIII
Evidence and implementation instrument A: Indicator dictionary
General conventions
authority and otherwise, separately, classified in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 71. General conventions to connect evidence with delivery, unequal effect and correction. “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.
distribution and suppression, confidentiality, treated in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 71. General conventions to connect evidence with delivery, unequal effect and correction. 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.
| Code | Indicator | Formula | Unit | Interpretation safeguard |
|---|---|---|---|---|
| TS-01 | Employed teacher headcount | Unique active persons at reference date | Persons | Multiple posts consolidated |
| TS-02 | Employed teacher FTE | Sum of contracted workload / national full-time workload | FTE | Conversion rule disclosed |
| TS-03 | School-assigned teaching FTE | Sum of instructional assignment fractions in schools | FTE | Central and non-teaching assignments excluded |
| TS-04 | Funded vacancy rate | Funded unfilled FTE / funded post FTE × 100 | Per cent | Reference date and recruitment status stated |
| TS-05 | Pupil–teacher ratio | Pupil FTE / teaching staff FTE | Ratio | Not labelled class size |
| TS-06 | Pupil–trained-teacher ratio | Pupil FTE / trained teaching staff FTE | Ratio | National training rule disclosed |
| TS-07 | Trained-teacher share | Trained teacher FTE / teacher FTE with known status × 100 | Per cent | Unknown share also published |
| TS-08 | Annual attrition rate | Verified exits / opening teacher stock × 100 | Per cent | Boundary and reasons disclosed |
| TS-09 | Gross entry rate | First entrants / opening teacher stock × 100 | Per cent | Re-entrants separate |
| TS-10 | School turnover rate | Arrivals plus departures / average school stock × 100 | Per cent | Expansion identified |
| TS-11 | Presence rate | Expected teachers present / expected teachers observed × 100 | Per cent | Visit design and reasons stated |
| TS-12 | Delivered-period rate | Delivered scheduled periods / scheduled periods × 100 | Per cent | Closure and cancellation classified |
| TS-13 | Subject-match rate | Matched delivered periods / required subject periods × 100 | Per cent | Match rule disclosed |
| TS-14 | Instructional FTE | Delivered contact hours / annual full-time contact-hour rule | FTE | Does not measure pedagogical quality |
| TS-15 | Reconciliation residual | Closing stock − derived closing stock | Persons or FTE | Investigated, not called recruitment |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: ICEQC indicator specification.
Denominator control
remedy and participation, disclosed, material in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 72. Denominator control to connect evidence with delivery, unequal effect and correction. Where pupil FTE is unavailable, headcount-based ratios are labelled accordingly. Boarding, distance and part-year participation rules are disclosed where material.
capacity and expected, observed, employees in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 72. Denominator control to connect evidence with delivery, unequal effect and correction. For absence observation, the denominator contains persons expected at the observed time, not all employees.
Distribution control
continuity and statistic, expressly, school in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 73. Distribution control to connect evidence with delivery, unequal effect and correction. 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.
Part XIV
Evidence and implementation instrument B: Stock-and-flow equations
Workforce identity
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.
Recruitment requirement
uncertainty and calculated, separately, cohort in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 75. Recruitment requirement to connect evidence with delivery, unequal effect and correction. 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.
Class-based demand
capacity and demand, residual, classes in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 76. Class-based demand to connect evidence with delivery, unequal effect and correction. Aggregation occurs after school calculation. Rounding only after national aggregation understates demand where many small residual classes exist.
Period-based demand
continuity and travel, schedules, incompatible in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 77. Period-based demand to connect evidence with delivery, unequal effect and correction. Fractional needs cannot automatically be pooled across schools where travel makes schedules incompatible.
Availability adjustment
authority and consequences, reducing, preventable in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 78. Availability adjustment to connect evidence with delivery, unequal effect and correction. 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.
Part XV
Evidence and implementation instrument C: Data-quality tests
Identity and duplication
coverage and reviewed, determine, identity in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 79. Identity and duplication to connect evidence with delivery, unequal effect and correction. Matches are reviewed; rule-based flags do not determine identity.
Temporal validity
uncertainty and transactions, entered, retain in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 80. Temporal validity to connect evidence with delivery, unequal effect and correction. 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.
Internal consistency
capacity and exceed, funded, establishment in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 81. Internal consistency to connect evidence with delivery, unequal effect and correction. 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.
External reconciliation
continuity and counts, number, resolved in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 82. External reconciliation to connect evidence with delivery, unequal effect and correction. Differences are classified by timing, coverage, definition or unresolved error. A reconciliation statement reports both counts and the number resolved.
| Test | Failure condition | Severity | Required disposition |
|---|---|---|---|
| Unique person | Probable duplicate active records | High | Review and consolidate or document distinct identity |
| Valid assignment | Active teacher lacks valid location/function | High | Correct assignment or classify unassigned |
| Workload ceiling | Concurrent FTE exceeds lawful maximum | High | Verify dates and contracts |
| Post-person link | Filled post lacks active person | High | Resolve vacancy or appointment record |
| Payroll-person link | Payment lacks active employment | High | Investigate timing, arrears or invalid record |
| School-person link | School reports teacher absent from personnel assignment | Medium | Reconcile transfer date and reporting |
| Qualification status | Credential lacks verifiable rule or field | Medium | Classify unknown pending verification |
| Timetable conflict | Teacher scheduled simultaneously | High | Correct timetable or assignment |
| Ratio outlier | School ratio outside defined plausibility range | Review | Validate pupils, teachers, FTE and school organisation |
| Closing-stock identity | Residual exceeds tolerance | High | Reconstruct transactions before projection |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: ICEQC validation suite.
Part XVI
Evidence and implementation instrument D: Scenario record
Required assumptions
feasibility and appointment, salary, allowance in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 83. Required assumptions to connect evidence with delivery, unequal effect and correction.
Sensitivities
remedy and minimum, schools, tested in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 84. Sensitivities to connect evidence with delivery, unequal effect and correction. 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.
Decision record
comparability and results, compared, projection in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 85. Decision record to connect evidence with delivery, unequal effect and correction. It names the authority responsible for each implementation condition and the date on which actual results will be compared with the projection.
| Assumption | Base value | Lower variant | Upper variant | Evidence or authority | Decision sensitivity |
|---|---|---|---|---|---|
| Enrolment by grade | Reported projection | Stated alternative | Stated alternative | Population and education projection | Classes and locations |
| Class formation | National rule | Feasible consolidation | Overcrowding-reduction case | Administrative rule | Core teacher demand |
| Contact load | Current lawful rule | Stated variant | Stated variant | Employment and timetable rule | Subject-teacher demand |
| Attrition | Verified recent rate | Retention case | Pressure case | Personnel transactions | Replacement demand |
| Training completion yield | Cohort evidence | Capacity case | Improvement case | Provider cohort data | Admissions required |
| Appointment yield | Recent eligible cohort | Lower conversion | Higher conversion | Recruitment records | Gross candidate need |
| Salary path | Approved or modelled | Lower fiscal case | Higher fiscal case | Finance authority | Recurrent cost |
| Availability | Observed or administrative estimate | Improvement case | Disruption case | Attendance and closure evidence | Delivered capacity |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: ICEQC scenario template. No default values are prescribed.
Part XVII
Evidence and implementation instrument E: Field verification protocol
Sampling
coverage and without, appropriate, weighting in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 86. Sampling to connect evidence with delivery, unequal effect and correction. Probability selection supports system inference. Purposeful visits can investigate known risks but are not combined with probability estimates without appropriate weighting.
Observation
uncertainty and fieldwork, reduce, anticipation in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 87. Observation to connect evidence with delivery, unequal effect and correction. They do not classify the reason for absence without subsequent verification. Visit date and time are protected during fieldwork to reduce anticipation.
Verification and response
Preliminary discrepancies are returned through a controlled process to the competent authority and school for factual verification. Individual due process is preserved. The statistical report uses aggregate, reviewed classifications and states the share unresolved.
Ethical controls
continuity and limited, correction, available in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 89. Ethical controls to connect evidence with delivery, unequal effect and correction. Observation does not intrude on instruction beyond what is necessary. Data are retained only for the authorised purpose, with access limited and correction available.
Part XVIII
Evidence and implementation instrument F: Publication checklist and limitations register
Release checklist
distribution and narrative, claims, exceed in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 90. Release checklist to connect evidence with delivery, unequal effect and correction.
Interpretation checklist
coverage and without, distributional, evidence in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 91. Interpretation checklist to connect evidence with delivery, unequal effect and correction.
| Limitation | Likely effect | Disclosure | Improvement priority |
|---|---|---|---|
| Teacher headcount used where part-time work is material | Resource ratio may be biased | Identify headcount basis and part-time share | Establish FTE conversion |
| Qualification records incomplete | Trained share uncertain | Publish known and unknown denominators | Verify credentials prospectively |
| School census and payroll dates differ | Apparent assignment mismatch | State dates and expected timing difference | Align snapshots or use transactions |
| One presence visit per school | High school-level uncertainty | Restrict inference to sample aggregate | Repeat visits across periods |
| Private-school staff omitted | System coverage understated | State sector boundary | Extend reporting under lawful mandate |
| Subject codes too broad | Mismatch hidden | State coding limitation | Introduce curriculum-aligned fields |
| Exit reason unknown | Replacement cause unclear | Publish unknown share | Improve transaction coding and follow-up |
| Population projection outdated | Location demand may be wrong | State base census and revision risk | Reconcile with current population evidence |
| School location codes unstable | Trend and transfer analysis impaired | Identify break in series | Maintain versioned master school list |
| Instructional delivery not observed | Capacity inferred from schedule | Avoid claim of delivered time | Introduce proportionate verification |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: ICEQC limitations register.
Final interpretive position
comparability and planning, declare, individual in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 92. Final interpretive position to connect evidence with delivery, unequal effect and correction. 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.
continuity and recorded, instruction, received in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 92. Final interpretive position to connect evidence with delivery, unequal effect and correction. 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.
Part XIX
Evidence and implementation instrument G: Establishment review method
Purpose and boundary
distribution and functions, occupational, establishment in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 93. Purpose and boundary to connect evidence with delivery, unequal effect and correction. 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.
timing and filled, assigned, instructional in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 93. Purpose and boundary to connect evidence with delivery, unequal effect and correction. 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.
Baseline freeze and transaction window
feasibility and school, school, census in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 94. Baseline freeze and transaction window to connect evidence with delivery, unequal effect and correction. 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.
uncertainty and produces, second, position in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 94. Baseline freeze and transaction window to connect evidence with delivery, unequal effect and correction. 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.
Entitlement calculation
capacity and reason, expiry, review in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 95. Entitlement calculation to connect evidence with delivery, unequal effect and correction. 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.
comparability and educational, assumptions, reviewed in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 95. Entitlement calculation to connect evidence with delivery, unequal effect and correction. 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.
Comparison states
equity and mismatch, prevents, redistribution in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 96. Comparison states to connect evidence with delivery, unequal effect and correction. 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.
| Field | Unit | Source | Validation | Use |
|---|---|---|---|---|
| Projected pupils by grade | Pupils | Enrolment projection | Compare with latest census and local change | Class formation |
| Required classes or groups | Classes | Entitlement calculation | Upward rounding and multi-grade rule | Core demand |
| Required subject periods | Periods per cycle | Curriculum and timetable | Sum to curriculum total | Specialist demand |
| Calculated teaching entitlement | FTE | Staffing rule | Reproduce from inputs | Comparison baseline |
| Authorised teaching posts | Post FTE | Establishment | Valid authority and date | Legal capacity |
| Funded teaching posts | Post FTE | Budget | Pay-period coverage | Financial capacity |
| Filled teaching posts | FTE | Personnel | Active unique appointee | Recruitment position |
| Assigned instructional FTE | FTE | Assignment and timetable | Function and location verified | Deployable position |
| Subject-matched FTE | FTE | Credential and timetable | Match rule applied | Curriculum feasibility |
| Exception status | Coded reason | Competent authority | Review date and evidence | Explain justified difference |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: ICEQC establishment-review record.
Treatment of apparent surplus
feasibility and enters, redistribution, scenario in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 97. Treatment of apparent surplus to connect evidence with delivery, unequal effect and correction. 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.
uncertainty and filling, target, vacancy in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 97. Treatment of apparent surplus to connect evidence with delivery, unequal effect and correction. A scenario that counts every numerical surplus as immediately movable overstates implementation capacity and can disrupt schools without filling the target vacancy.
Treatment of shortage
capacity and measures, identified, condition in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 98. Treatment of shortage to connect evidence with delivery, unequal effect and correction. 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.
comparability and deployment, school, organisation in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 98. Treatment of shortage to connect evidence with delivery, unequal effect and correction. Shortage caused by a genuine service obligation becomes part of the recruitment, deployment or school-organisation plan.
Review safeguards
equity and records, remain, protected in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 99. Review safeguards to connect evidence with delivery, unequal effect and correction. The review distinguishes correction of fact from appeal against policy. Aggregate findings are published with methods, while personal records remain protected.
Part XX
Evidence and implementation instrument H: Qualification and subject-match protocol
Qualification rule register
timing and requires, current, status in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 100. Qualification rule register to connect evidence with delivery, unequal effect and correction. Historical records are evaluated under the rule applicable at the reference date unless the policy question expressly requires current status.
coverage and improvement, decline, capability in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 100. Qualification rule register to connect evidence with delivery, unequal effect and correction. 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.
Credential verification
Verification confirms awarding body, programme, completion and identity. It does not evaluate the quality of an individual teacher. Where original records are unavailable, the competent authority applies a documented alternative-evidence process. Pending cases remain pending or unknown.
remedy and fields, national, distinguish in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 101. Credential verification to connect evidence with delivery, unequal effect and correction. 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.
Match matrix
comparability and specific, occupation, sufficient in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 102. Match matrix to connect evidence with delivery, unequal effect and correction. 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.
| Classification | Evidentiary condition | Workload treatment | Publication meaning | Required review |
|---|---|---|---|---|
| Full match | Recognised preparation directly covers level and subject | Included in matched FTE | Formally aligned assignment | On rule change |
| Accepted related field | Published national equivalence applies | Included, separately identifiable | Assignment accepted under stated rule | Periodic equivalence review |
| Provisional match | Temporary authority with specified support | Included as provisional FTE | Immediate service with unresolved preparation condition | At expiry date |
| Partial match | Only part of mixed timetable is aligned | Matched periods only | Person-level binary avoided | Each timetable cycle |
| No established match | No recognised relation documented | Excluded from matched FTE | Assignment mismatch, not individual incompetence | Deployment or development review |
| Unknown | Credential or assignment evidence incomplete | Excluded from matched numerator | Data unresolved | Verification priority |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: ICEQC qualification and assignment protocol.
In-service preparation
timing and substitute, initial, qualification in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 103. In-service preparation to connect evidence with delivery, unequal effect and correction. 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.
coverage and contact, effects, belong in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 103. In-service preparation to connect evidence with delivery, unequal effect and correction. 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.
Interpretation
uncertainty and support, question, governing in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 104. Interpretation to connect evidence with delivery, unequal effect and correction. 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.
Part XXI
Evidence and implementation instrument I: Presence-study design and inference
Estimand
comparability and delivered, proportion, interchangeable in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 105. Estimand to connect evidence with delivery, unequal effect and correction. 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.
continuity and excluded, expected, verification in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 105. Estimand to connect evidence with delivery, unequal effect and correction. Persons not scheduled at that time, no longer assigned, or lawfully working at another location are excluded from “expected” only after verification.
Sampling unit and weighting
authority and teacher, opportunities, exposure in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 106. Sampling unit and weighting to connect evidence with delivery, unequal effect and correction. 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.
distribution and published, sample, supports in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 106. Sampling unit and weighting to connect evidence with delivery, unequal effect and correction. Oversampled strata are returned to their population weight for national estimates. Separate estimates are published only where sample size supports them.
Visit frequency
coverage and schedule, changes, behaviour in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 107. Visit frequency to connect evidence with delivery, unequal effect and correction. Repeated visits permit analysis of recurrence and seasonality. The interval and visit window are chosen without creating a predictable schedule that changes behaviour.
Reason verification
Observers record presence, schedule and immediate factual information. A separate verification process 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.
| Output | Numerator | Denominator | Uncertainty | Permitted claim |
|---|---|---|---|---|
| Observed presence rate | Expected opportunities present | Expected opportunities observed | Weighted standard error or interval | Availability at sampled times |
| Total absence rate | Expected opportunities absent | Expected opportunities observed | Weighted standard error or interval | Gap between expected and observed presence |
| Authorised-absence share | Verified authorised absent opportunities | All absent opportunities with stated handling of unknown | Sampling and classification uncertainty | Composition of absence |
| Replacement coverage | Absent scheduled periods with valid replacement | Absent scheduled periods | Sampling and record uncertainty | Continuity arrangement |
| Delivered-period rate | Scheduled periods observed operating | Scheduled periods observed | Weighted interval | Instruction operating at observed times |
| Recurrent-absence incidence | Persons absent on defined number of repeated visits | Persons expected across required visits | Panel attrition and clustering | Recurrence under study design |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: ICEQC presence-study specification.
Non-response and closure
equity and easier, school, results in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 109. Non-response and closure to connect evidence with delivery, unequal effect and correction. 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.
Reporting conduct
distribution and allege, individual, misconduct in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 110. Reporting conduct to connect evidence with delivery, unequal effect and correction. Preliminary results are labelled. The report does not publish names or use a system estimate to allege individual misconduct.
Part XXII
Evidence and implementation instrument J: Worked planning cases
Rapid primary-entry expansion
feasibility and distribution, growth, determine in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 111. Rapid primary-entry expansion to connect evidence with delivery, unequal effect and correction. 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.
uncertainty and profiles, differ, between in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 111. Rapid primary-entry expansion to connect evidence with delivery, unequal effect and correction. 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.
remedy and preparation, costed, together in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 111. Rapid primary-entry expansion to connect evidence with delivery, unequal effect and correction. 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]
Small remote school cluster
comparability and minimum, presence, required in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 112. Small remote school cluster to connect evidence with delivery, unequal effect and correction. 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.
continuity and compares, service, received in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 112. Small remote school cluster to connect evidence with delivery, unequal effect and correction. 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.
Secondary subject imbalance
authority and school, assignments, tested in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 113. Secondary subject imbalance to connect evidence with delivery, unequal effect and correction. 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.
distribution and subject, matched, capacity in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 113. Secondary subject imbalance to connect evidence with delivery, unequal effect and correction. Each has lead time and quality conditions. Redeploying an unmatched surplus into a vacancy changes the post count but not subject-matched capacity.
Ageing workforce
coverage and preparation, duration, completion in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 114. Ageing workforce to connect evidence with delivery, unequal effect and correction. 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.
feasibility and supported, evidence, uptake in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 114. Ageing workforce to connect evidence with delivery, unequal effect and correction. Phased retirement or return arrangements are modelled only if legally available and supported by evidence of uptake.
High recorded absence
remedy and closure, delivered, periods in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 115. High recorded absence to connect evidence with delivery, unequal effect and correction. 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.
If much absence is authorised training without replacement, the response concerns scheduling and reserve capacity. If assignment records are wrong, the response is reconciliation. If unexplained recurrent absence remains after due process, employment controls may apply. The same rate can therefore lead to different action according to cause.
Payroll growth without instructional growth
continuity and automatically, payroll, administrative in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 116. Payroll growth without instructional growth to connect evidence with delivery, unequal effect and correction. 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.
equity and teacher, service, planning in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 116. Payroll growth without instructional growth to connect evidence with delivery, unequal effect and correction. Only validated instructional assignments enter the pupil–teacher ratio used for service planning.
Case conclusion
distribution and action, proportionate, evidence in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 117. Case conclusion to connect evidence with delivery, unequal effect and correction. 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.
Part XXIII
Evidence and implementation instrument K: Projection construction and verification
Base-year reconstruction
feasibility and absorbed, projected, change in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 118. Base-year reconstruction to connect evidence with delivery, unequal effect and correction. 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.
uncertainty and organisational, constraints, applied in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 118. Base-year reconstruction to connect evidence with delivery, unequal effect and correction. 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.
Pupil-flow component
capacity and record, corrections, explicit in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 119. Pupil-flow component to connect evidence with delivery, unequal effect and correction. 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.
comparability and preferable, invented, transition in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 119. Pupil-flow component to connect evidence with delivery, unequal effect and correction. A gross-enrolment trend does not permit precise grade-flow projection. In that case, broader demand ranges are preferable to invented transition rates.
Class and period formation
equity and prescribed, instructional, period in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 120. Class and period formation to connect evidence with delivery, unequal effect and correction. 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.
authority and solely, arithmetic, reduce in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 120. Class and period formation to connect evidence with delivery, unequal effect and correction. 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.
Teacher-flow component
timing and boundary, genuinely, changes in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 121. Teacher-flow component to connect evidence with delivery, unequal effect and correction. 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.
New entrants are drawn from the preparation and recruitment pipeline. 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 pipeline can supply.
Deployment component
uncertainty and feasible, deployment, reported in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 122. Deployment component to connect evidence with delivery, unequal effect and correction. 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.
remedy and consultation, notice, required in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 122. Deployment component to connect evidence with delivery, unequal effect and correction. 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.
Instructional-capacity component
comparability and absence, mechanically, school in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 123. Instructional-capacity component to connect evidence with delivery, unequal effect and correction. 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.
continuity and equation, reported, separately in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 123. Instructional-capacity component to connect evidence with delivery, unequal effect and correction. Pupil-received hours additionally require pupil attendance; this lies outside the teacher-stock equation and is reported separately.
| Test | Required equality or condition | Tolerance | Failure response |
|---|---|---|---|
| Pupil-flow closure | Opening cohort + transfers = promoted + repeated + exited + closing adjustment | Exact apart from documented rounding | Reconstruct transition inputs |
| Teacher-stock closure | Opening stock + entries − exits ± transfers and corrections = closing stock | Exact in headcount and stated FTE tolerance | Resolve missing transactions |
| Curriculum-period closure | Sum of subject periods = required total periods for each class | Exact | Correct curriculum or timetable mapping |
| School staffing closure | Allocated FTE + unresolved vacancy = calculated entitlement | Stated fractional tolerance | Record shortage or invalid allocation |
| Pipeline capacity | Appointments do not exceed eligible candidates available | Exact | Separate unmet recruitment requirement |
| Budget closure | Salary and non-salary components sum to total recurrent cost | Exact after rounding | Recalculate grade and allowance costs |
| Time-account closure | Delivered + cancelled or uncovered periods = scheduled periods | Exact within data coverage | Investigate missing period status |
| Geographic closure | District stocks sum to national stock after cross-boundary assignments | Exact | Reconcile multi-location records |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: ICEQC projection-verification specification.
Back-testing
coverage and assumptions, coding, errors in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 124. Back-testing to connect evidence with delivery, unequal effect and correction. 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.
Version control
uncertainty and changed, revised, baseline in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 125. Version control to connect evidence with delivery, unequal effect and correction. A new release does not overwrite the prior scenario. Decision-makers can therefore distinguish a changed outlook from a changed model or revised baseline.
Part XXIV
Evidence and implementation instrument L: Regional and distributional profile protocol
Purpose
comparability and identify, authority, respond in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 126. Purpose to connect evidence with delivery, unequal effect and correction. 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.
Common core and contextual module
equity and conditions, relevant, interpretation in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 127. Common core and contextual module to connect evidence with delivery, unequal effect and correction. The contextual module records remoteness, school size, language, conflict or displacement, shift operation and other conditions relevant to interpretation.
authority and inequality, without, evidence in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 127. Common core and contextual module to connect evidence with delivery, unequal effect and correction. Contextual variables explain why equal ratios do not necessarily imply equal provision. They are not used to excuse avoidable inequality without evidence.
Geographic unit
timing and permits, defensible, mapping in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 128. Geographic unit to connect evidence with delivery, unequal effect and correction. 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.
coverage and residence, access, analysis in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 128. Geographic unit to connect evidence with delivery, unequal effect and correction. 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.
Equity stratification
uncertainty and treated, household, characteristic in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 129. Equity stratification to connect evidence with delivery, unequal effect and correction. The stratifier must be measured at the appropriate unit. A district poverty category is not treated as a household characteristic for every pupil.
remedy and without, publishing, identifiable in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 129. Equity stratification to connect evidence with delivery, unequal effect and correction. 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.
| Display layer | Measures | Statistical treatment | Public interpretation |
|---|---|---|---|
| Scale | Pupils, schools, teachers and FTE | Counts with coverage | Size of service responsibility |
| Aggregate resources | Pupil–teacher and pupil–trained-teacher ratios | Region totals, not mean of schools | Overall resource position |
| Distribution | Median, quartiles, pupil-weighted tails | School-level calculation | Dispersion within region |
| Establishment | Entitlement, funded posts, vacancies | Common post and FTE rule | Administrative capacity and gap |
| Workforce flow | Entry, exit, turnover, retirement exposure | Period rates with reasons | Sustainability and continuity |
| Capability | Training status and subject match | Known denominator plus unknown share | Formal preparation and deployability |
| Availability | Presence, closure and delivered periods | Sample design and intervals | Service available in observed periods |
| Context | School size, remoteness, shift and language | Defined categories | Conditions affecting interpretation |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: ICEQC regional-profile protocol.
Regional typology
authority and published, underlying, measures in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 130. Regional typology to connect evidence with delivery, unequal effect and correction. Grouping is based on disclosed variables and does not replace the published underlying measures.
distribution and planning, documented, problem in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 130. Regional typology to connect evidence with delivery, unequal effect and correction. They are not institutional labels or permanent judgements. Their value lies in matching technical assistance and planning tools to a documented problem.
Outlier review
coverage and merely, because, inconvenient in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 131. Outlier review to connect evidence with delivery, unequal effect and correction. 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.
Narrative standard
uncertainty and authority, competence, resources in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 132. Narrative standard to connect evidence with delivery, unequal effect and correction. 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.
Part XXV
Evidence and implementation instrument M: Workforce finance model
Cost boundary
comparability and separated, recurrent, expenditure in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 133. Cost boundary to connect evidence with delivery, unequal effect and correction. Capital costs such as housing or new training facilities are separated from recurrent expenditure.
continuity and source, changes, educational in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 133. Cost boundary to connect evidence with delivery, unequal effect and correction. 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.
Salary calculation
authority and vacancy, timing, included in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 134. Salary calculation to connect evidence with delivery, unequal effect and correction. Entry cohorts begin at their applicable point; promotions, increments and retirement alter the distribution over time. Part-year appointment and vacancy timing are included.
distribution and execution, efficiency, saving in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 134. Salary calculation to connect evidence with delivery, unequal effect and correction. An allowance that is legally due but historically delayed remains a liability; its absence from cash execution is not an efficiency saving.
Preparation cost
coverage and expansion, nominally, available in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 135. Preparation cost to connect evidence with delivery, unequal effect and correction. 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.
feasibility and burying, average, training in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 135. Preparation cost to connect evidence with delivery, unequal effect and correction. The model records these as policy components rather than burying them in an average training cost.
Recruitment and induction
Advertising, selection, verification, initial travel, posting and induction have timing and administrative costs. 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.
capacity and existing, instructional, capacity in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 136. Recruitment and induction to connect evidence with delivery, unequal effect and correction. 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.
Deployment supports
continuity and receipt, retention, announcement in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 137. Deployment supports to connect evidence with delivery, unequal effect and correction. 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]
equity and nevertheless, states, dependency in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 137. Deployment supports to connect evidence with delivery, unequal effect and correction. The education budget records only its share where an agreed allocation exists; the staffing scenario nevertheless states the dependency.
Complementary educational inputs
distribution and quality, system, management in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 138. Complementary educational inputs to connect evidence with delivery, unequal effect and correction. 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]
timing and operate, within, amount in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 138. Complementary educational inputs to connect evidence with delivery, unequal effect and correction. It requires the scenario to show what remains after workforce costs and whether the curriculum and professional support can operate within that amount.
| Cost component | Quantity driver | Unit cost basis | Timing | Sensitivity |
|---|---|---|---|---|
| Base salary | Filled FTE by grade and step | Approved scale | Pay period | Grade composition and salary change |
| Allowances | Eligible FTE or persons | Approved amount or rate | Pay period or event | Eligibility, take-up and arrears |
| Employer contributions | Covered remuneration | Statutory rate | Pay period | Rate and coverage |
| Initial preparation | Candidate places by programme year | Cost per place | Multi-year cohort | Completion yield and capacity |
| Recruitment | Applicants or appointments | Process cost | Recruitment cycle | Scale and verification burden |
| Induction and mentoring | New entrants and mentor release | Cost per entrant or release FTE | Initial service period | Entry volume and programme intensity |
| Continuing development | Participants and days | Course plus replacement cost | Annual programme | Participation and substitution |
| Substitute reserve | Required replacement FTE | Salary and administration | School year | Absence and closure patterns |
| Remote-service support | Eligible posts or households | Allowance, housing or travel cost | Recurrent and capital | Geography and retention effect |
| Data and workforce administration | Records, offices and field activity | System and operating cost | Recurrent/project cycle | Coverage and decentralisation |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: ICEQC workforce cost ledger.
Fiscal indicators
capacity and narrow, accounting, coverage in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 139. Fiscal indicators to connect evidence with delivery, unequal effect and correction. These measures require context; a high salary share can reflect underfunded non-salary inputs, large staff need or narrow accounting coverage.
comparability and workload, curriculum, context in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 139. Fiscal indicators to connect evidence with delivery, unequal effect and correction. It is an efficiency diagnostic, not a wage judgement, and is not compared across systems without price, workload and curriculum context.
Financing gap
equity and removed, omitting, required in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 140. Financing gap to connect evidence with delivery, unequal effect and correction. 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.
Sustainability test
distribution and requires, continuation, decision in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 141. Sustainability test to connect evidence with delivery, unequal effect and correction. 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.
Part XXVI
Evidence and implementation instrument N: Data collection specifications
Personnel event record
feasibility and history, required, analysis in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 142. Personnel event record to connect evidence with delivery, unequal effect and correction. 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.
uncertainty and records, remains, auditable in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 142. Personnel event record to connect evidence with delivery, unequal effect and correction. Corrections identify the field corrected and retain the superseded value under controlled access. Deletion is restricted to invalid duplicate records and remains auditable.
| Field | Format | Validation rule | Statistical use | Public status |
|---|---|---|---|---|
| Protected person identifier | Controlled code | Unique to verified person | Link events and prevent duplication | Never public |
| Event type | Controlled category | Compatible with prior status | Entry, movement and exit analysis | Aggregate only |
| Effective date | Date | Within valid employment sequence | Reference-period allocation | Aggregate only |
| Recording date | Date-time or date | On or after receipt | Identify reporting lag | Aggregate lag statistics |
| Authority | Controlled organisation code | Valid for event type and date | Accountability | May be aggregated |
| Workload fraction | Decimal FTE | Within lawful range | FTE construction | Aggregate only |
| Function | Controlled code | Compatible with assignment | Teaching-stock boundary | Aggregate |
| School or location | Versioned code | Active at effective date | Deployment | Public only under release rules |
| Preparation status | Rule-version code | Evidence reference present | Trained and match measures | Aggregate |
| Subject or grade field | Controlled code | Valid for level | Deployability | Aggregate |
| End or review date | Date or null | Required for temporary status | Projection and control | Aggregate only |
| Verification status | Verified, provisional, disputed, unknown | Transition rules controlled | Data-quality assessment | Aggregate share |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: ICEQC personnel event specification.
Post record
equity and destination, history, overwritten in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 143. Post record to connect evidence with delivery, unequal effect and correction. A post transferred between schools is closed at the origin and opened or reauthorised at the destination; its history is not overwritten.
authority and filling, stated, definition in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 143. Post record to connect evidence with delivery, unequal effect and correction. 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.
School census teacher module
timing and identity, assignment, differences in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 144. School census teacher module to connect evidence with delivery, unequal effect and correction. The school head certifies the return, and the district validates unresolved identity or assignment differences.
coverage and personnel, record, directly in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 144. School census teacher module to connect evidence with delivery, unequal effect and correction. 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.
Timetable module
uncertainty and editing, approved, timetable in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 145. Timetable module to connect evidence with delivery, unequal effect and correction. 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.
remedy and correction, documented, exception in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 145. Timetable module to connect evidence with delivery, unequal effect and correction. A flagged conflict is returned to the school for correction or a documented exception.
Training-provider cohort module
comparability and recognition, employment, eligibility in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 146. Training-provider cohort module to connect evidence with delivery, unequal effect and correction. Candidate linkage uses protected identifiers under lawful arrangements. Aggregate publication distinguishes provider-reported completion from recognition and employment eligibility.
continuity and requirements, receive, effective in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 146. Training-provider cohort module to connect evidence with delivery, unequal effect and correction. Changes to programme duration or requirements receive an effective date.
Absence and delivery observation form
authority and completed, authorised, personnel in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 147. Absence and delivery observation form to connect evidence with delivery, unequal effect and correction. It does not ask the observer to judge whether absence is lawful. Verification fields are completed later by authorised personnel.
distribution and categories, aggregate, statistics in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 147. Absence and delivery observation form to connect evidence with delivery, unequal effect and correction. 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.
Data transfer and validation
coverage and discarded, because, records in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 148. Data transfer and validation to connect evidence with delivery, unequal effect and correction. 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.
feasibility and revisions, tables, disclosure in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 148. Data transfer and validation to connect evidence with delivery, unequal effect and correction. Entry checks format and code validity. Consolidation checks cross-source identity and timing. Pre-publication checks totals, revisions, tables and disclosure risk.
Retention and confidentiality
remedy and analysis, public, release in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 149. Retention and confidentiality to connect evidence with delivery, unequal effect and correction. 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.
capacity and follows, revision, policy in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 149. Retention and confidentiality to connect evidence with delivery, unequal effect and correction. When correction materially changes an aggregate, the statistical release follows the revision policy.
Part XXVII
Evidence and implementation instrument O: Risk, proportionality and safeguards
Measurement risk
equity and permissible, before, collection in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 150. Measurement risk to connect evidence with delivery, unequal effect and correction. 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.
Administrative gaming
distribution and multiple, measures, reduce in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 151. Administrative gaming to connect evidence with delivery, unequal effect and correction. 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.
timing and preparation, lawful, workload in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 151. Administrative gaming to connect evidence with delivery, unequal effect and correction. 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.
Perverse redistribution
feasibility and continuity, before, implementation in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 152. Perverse redistribution to connect evidence with delivery, unequal effect and correction. The safeguard is a service-based entitlement with minimums and contextual evidence. Redistribution is tested for access, curriculum and continuity before implementation.
Workforce rights and due process
remedy and absence, qualification, tables in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 153. Workforce rights and due process to connect evidence with delivery, unequal effect and correction. 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.
capacity and within, education, service in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 153. Workforce rights and due process to connect evidence with delivery, unequal effect and correction. The 1966 Recommendation provides a basis for participation and objective assessment within the education service.[REF-02]
Privacy and security
continuity and absence, evidence, sufficient in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 154. Privacy and security to connect evidence with delivery, unequal effect and correction. Collection is limited to necessary fields. Health status is not gathered for routine workforce planning when aggregate mortality or absence evidence is sufficient.
equity and aggregated, during, conflict in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 154. Privacy and security to connect evidence with delivery, unequal effect and correction. Public tables use suppression, aggregation or controlled rounding where small cells could identify a person. Security-sensitive school locations can be aggregated during conflict.
Statistical uncertainty
distribution and teachers, unknown, assignments in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 155. Statistical uncertainty to connect evidence with delivery, unequal effect and correction. 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.
Policy overclaim
coverage and reviewed, before, release in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 156. Policy overclaim to connect evidence with delivery, unequal effect and correction. A credential share does not establish classroom practice. The safeguard is a claim-evidence matrix reviewed before release.
| Risk | Trigger | Consequence | Preventive control | Detection evidence |
|---|---|---|---|---|
| Duplicate persons | Separate payroll or district identifiers | Inflated stock and cost | Protected master identifier | Cross-source probable-match review |
| Ghost or stale assignment | Exit or transfer not recorded | False school capacity | Dated event and school confirmation | Payroll–personnel–census exception |
| Ratio gaming | Binding numerical target | Reclassification without service change | Multiple linked indicators | Census-date movement and unexplained breaks |
| Qualification inflation | Pressure to improve trained share | Unknown or provisional coded as trained | Rule-version and evidence fields | Credential audit and unknown-rate trend |
| Harmful redistribution | Mechanical equalisation | Loss of minimum access or subject coverage | Service entitlement and feasibility review | Post-transfer timetable and access check |
| Presence misinterpretation | One visit or unverified reason | Unsupported misconduct allegation | Separate observation and reason verification | Review of published wording and case files |
| Privacy breach | Small cells or released identifiers | Personal harm and loss of trust | Role access and disclosure control | Release audit and access logs |
| Forecast false precision | Single untested assumption set | Unfunded or infeasible plan | Scenario range and back-test | Sensitivity and residual report |
| Salary crowding | Workforce plan omits other inputs | Teachers without materials or support | Full recurrent cost envelope | Non-salary allocation trend |
| Temporary measure persistence | Emergency appointment has no end condition | Long-term lower preparation or insecurity | Expiry, support and transition plan | Cohort status and renewal review |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: ICEQC risk and safeguard register.
Proportionality test
comparability and reviewable, against, result in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 157. Proportionality test to connect evidence with delivery, unequal effect and correction. 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?
continuity and failure, directly, observed in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 157. Proportionality test to connect evidence with delivery, unequal effect and correction. It also prevents data limitations from indefinitely delaying a necessary response where the service failure is directly observed.
Disclosure of unresolved risk
Residual risks are recorded in the release. A publication can pass statistical production 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.
Part XXVIII
Evidence and implementation instrument P: Implementation and capability programme
Opening assessment
Implementation begins with a twelve-domain assessment: legal authority, establishment, payroll, personnel identity, school list, assignment, qualification, timetable, training pipeline, projection, finance and publication. Each domain is classified by evidence available, decision prevented and feasible next improvement.
feasibility and because, different, decision in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 159. Opening assessment to connect evidence with delivery, unequal effect and correction. 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.
First operational cycle
remedy and exceptions, included, results in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 160. First operational cycle to connect evidence with delivery, unequal effect and correction. It need not await a complete historical series. Unknown status and unresolved exceptions are included as results.
capacity and descriptive, fields, follow in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 160. First operational cycle to connect evidence with delivery, unequal effect and correction. Less consequential descriptive fields can follow.
Projection cycle
continuity and narrows, evidence, improves in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 161. Projection cycle to connect evidence with delivery, unequal effect and correction. The first projection may use broad attrition or training-yield ranges if detailed cohorts are unavailable. The range narrows only as evidence improves.
equity and salary, school, combined in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 161. Projection cycle to connect evidence with delivery, unequal effect and correction. Separate projections that use different teacher counts, salary bases or school years are not combined in a final total.
Deployment cycle
distribution and scheduled, effective, responsibilities in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 162. Deployment cycle to connect evidence with delivery, unequal effect and correction. 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.
Statistical release cycle
feasibility and protocol, remains, publication in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 163. Statistical release cycle to connect evidence with delivery, unequal effect and correction. Tables are generated from the same controlled data used for the narrative. A correction protocol remains open after publication.
Institutional capability
remedy and transactions, unless, included in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 164. Institutional capability to connect evidence with delivery, unequal effect and correction. 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.
| Stage | Product | Minimum evidence | Decision enabled | Release condition |
|---|---|---|---|---|
| 1 | Versioned school and organisation list | Valid codes, dates and hierarchy | Common reporting boundary | Coverage stated |
| 2 | Reconciled active-person baseline | Personnel, payroll and school comparison | Credible stock and assignment | Residual exceptions published |
| 3 | Establishment and vacancy account | Authorised, funded, filled and assigned FTE | Recruitment and post control | Post definition stated |
| 4 | Qualification and subject profile | Rule register and verified credentials | Preparation and deployment planning | Unknown share visible |
| 5 | Stock-and-flow series | Dated entries, exits and transfers | Replacement projection | Identity residual within stated tolerance |
| 6 | School demand model | Pupils, classes, curriculum and workload | Staffing entitlement | Organisational assumptions published |
| 7 | Feasible deployment scenario | Entitlement, match and movement constraints | Transfer and targeted recruitment | Rights and access review completed |
| 8 | Costed medium-term plan | Salary, pipeline and complementary costs | Budget and finance decision | Price basis and sensitivities stated |
| 9 | Availability study | Valid sample or administrative design | Service-delivery diagnosis | Reasons and uncertainty separated |
| 10 | Public workforce profile | Controlled tables and methods | Accountability and review | Confidentiality and revision checks passed |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: ICEQC implementation programme.
Capability indicators
distribution and residuals, publication, correction in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 165. Capability indicators to connect evidence with delivery, unequal effect and correction. 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.
timing and resources, needed, improve in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 165. Capability indicators to connect evidence with delivery, unequal effect and correction. They are owned by the responsible office and accompanied by the resources needed to improve them.
Maintenance
After the initial reconciliation, events are processed continuously and snapshots produced on a fixed schedule. Annual clean-up cannot substitute for timely transaction control. Code changes, school openings and policy revisions enter through governed procedures.
uncertainty and retired, documented, series in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 166. Maintenance to connect evidence with delivery, unequal effect and correction. Measures that no longer serve a decision are revised or retired with a documented series break.
Final implementation principle
capacity and remains, accurate, establish in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 167. Final implementation principle to connect evidence with delivery, unequal effect and correction. 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.
Part XXIX
Evidence and implementation instrument Q: Indicator metadata records
Metadata as part of the result
equity and element, receives, version in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 168. Metadata as part of the result to connect evidence with delivery, unequal effect and correction. 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.
The public note may be shorter than the internal record, but it contains every fact needed to prevent a materially false interpretation. Detail that affects only processing can remain internal; detail that affects meaning cannot.
Teacher headcount metadata
timing and reference, active, employment in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 169. Teacher headcount metadata to connect evidence with delivery, unequal effect and correction. It defines the reference date and the rule for active employment.
coverage and assignment, function, measure in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 169. Teacher headcount metadata to connect evidence with delivery, unequal effect and correction. 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.
Full-time-equivalent metadata
uncertainty and instructional, separate, indicator in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 170. Full-time-equivalent metadata to connect evidence with delivery, unequal effect and correction. Contracted FTE, assigned teaching FTE and instructional FTE have separate indicator codes.
remedy and comparisons, identify, whether in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 170. Full-time-equivalent metadata to connect evidence with delivery, unequal effect and correction. One universal divisor is not applied to incompatible workloads. Comparisons identify whether pupil FTE is also used.
Pupil–teacher ratio metadata
comparability and reported, development, indicators in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 171. Pupil–teacher ratio metadata to connect evidence with delivery, unequal effect and correction. 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]
continuity and crosses, transition, disclosed in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 171. Pupil–teacher ratio metadata to connect evidence with delivery, unequal effect and correction. If a time series crosses the ISCED 1976 to ISCED 1997 transition, the break is disclosed.[REF-05] [REF-10]
Vacancy metadata
coverage and reference, duration, included in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 173. Vacancy metadata to connect evidence with delivery, unequal effect and correction. Filled-but-unoccupied, temporarily covered and frozen posts are distinct statuses. The reference date and duration bands are included.
feasibility and provides, planning, interpretation in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 173. Vacancy metadata to connect evidence with delivery, unequal effect and correction. Comparison with calculated service entitlement provides the planning interpretation.
Attrition metadata
remedy and retirement, separate, measures in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 174. Attrition metadata to connect evidence with delivery, unequal effect and correction. The metadata lists included reasons, treatment of transfers, denominator, time at risk and late-recorded events. Retirement eligibility and actual retirement are separate measures.
capacity and labelled, national, attrition in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 174. Attrition metadata to connect evidence with delivery, unequal effect and correction. 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.
Presence metadata
continuity and reports, uncertainty, response in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 175. Presence metadata to connect evidence with delivery, unequal effect and correction. It reports uncertainty and non-response.
equity and reserved, verified, governing in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 175. Presence metadata to connect evidence with delivery, unequal effect and correction. “Unauthorised absence” is reserved for verified cases under the governing rule.
Instructional-capacity metadata
distribution and period, records, applied in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 176. Instructional-capacity metadata to connect evidence with delivery, unequal effect and correction. 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.
| Metadata field | Stock | Flow | Deployment | Presence | Instructional capacity |
|---|---|---|---|---|---|
| Statistical purpose | Required | Required | Required | Required | Required |
| Person, post or FTE unit | Required | Required | Required | Expected opportunity | Teacher-period or pupil-hour |
| Population and sector | Required | Required | Required | Required | Required |
| Reference date or period | Required | Required | Required | Visit dates/window | Calendar and timetable period |
| Numerator and denominator | Where rate | Required for rate | Required | Required | Required |
| Coverage and unknown share | Required | Required | Required | Non-response | Missing schedule/delivery |
| Classification version | Employment and preparation | Exit and entry | Location and subject | Reason code | Subject and period code |
| Revision status | Required | Required | Required | Field-data status | Required |
| Uncertainty | Coverage and reconciliation | Model or event uncertainty | Distribution and coverage | Sampling and classification | Measurement and model uncertainty |
| Prohibited inference | Availability or quality | Future behaviour | Equity without context | Misconduct | Learning or teaching quality |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: ICEQC metadata control record.
Metadata governance
capacity and before, release, material in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 177. Metadata governance to connect evidence with delivery, unequal effect and correction. 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.
Part XXX
Evidence and implementation instrument R: Decision records for recurrent planning questions
Whether to expand preparation intake
The decision record begins with gross recruitment need by year, field and location. It subtracts eligible candidates already in the pipeline, credible re-entrants and feasible redistribution. It then applies completion and appointment yields to determine admissions.
authority and unsupported, capacity, demand in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 178. Whether to expand preparation intake to connect evidence with delivery, unequal effect and correction. 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.
Whether to create new posts
timing and associated, planning, horizon in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 179. Whether to create new posts to connect evidence with delivery, unequal effect and correction. 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.
coverage and assigned, operating, location in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 179. Whether to create new posts to connect evidence with delivery, unequal effect and correction. 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.
Whether to redeploy staff
The record identifies the apparent excess, service minimum, subject capability, legal process, receiving vacancy, travel or relocation, consultation and implementation date. It estimates both donor-school and recipient-school effects.
remedy and schools, during, transition in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 180. Whether to redeploy staff to connect evidence with delivery, unequal effect and correction. Non-arrival, appeal or delayed movement remains visible. The staffing account avoids counting the same FTE at both schools during the transition.
Whether to introduce a hardship measure
comparability and delayed, binding, problem in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 181. Whether to introduce a hardship measure to connect evidence with delivery, unequal effect and correction. 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 and insufficient, evidence, success in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 181. Whether to introduce a hardship measure to connect evidence with delivery, unequal effect and correction. Receipt and timeliness are measured. Retention without presence or service continuity is insufficient evidence of success.
Whether to use temporary appointments
authority and temporary, candidates, preparation in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 182. Whether to use temporary appointments to connect evidence with delivery, unequal effect and correction. It considers whether the temporary route draws candidates away from full preparation.
distribution and explicit, justification, corrective in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 182. Whether to use temporary appointments to connect evidence with delivery, unequal effect and correction.
Whether to change teacher contact hours
coverage and effects, salary, savings in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 183. Whether to change teacher contact hours to connect evidence with delivery, unequal effect and correction. It estimates staffing and service effects, not only salary savings.
feasibility and record, states, evidence in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 183. Whether to change teacher contact hours to connect evidence with delivery, unequal effect and correction. Reducing contact time may support quality but requires additional staff. The policy record states the evidence and trade-off.
Whether to consolidate small schools
remedy and improve, educational, access in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 184. Whether to consolidate small schools to connect evidence with delivery, unequal effect and correction. Staffing efficiency is one component. A consolidation that makes attendance impracticable does not improve educational access.
capacity and opportunity, public, responsibility in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 184. Whether to consolidate small schools to connect evidence with delivery, unequal effect and correction. Community evidence is included, but the decision remains subject to the child's educational opportunity and public responsibility.
Whether to publish school-level results
continuity and circumstances, require, protection in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 185. Whether to publish school-level results to connect evidence with delivery, unequal effect and correction. 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.
| Decision element | Required question | Evidence standard | Record outcome |
|---|---|---|---|
| Problem | What service is absent or at risk? | Direct or reconciled evidence | Defined gap and population |
| Cause | At which transition does capacity fail? | Multiple-source diagnosis | Verified, probable or unresolved cause |
| Options | Which feasible responses exist? | Cost, timing and authority | Compared options |
| Distribution | Who gains or loses service? | School and population analysis | Equity impact |
| Workforce conditions | What changes for teachers? | Employment and professional evidence | Consultation and safeguard record |
| Finance | What are recurrent and transition costs? | Cost ledger and resource path | Funded, partially funded or gap |
| Implementation | Who acts, and when? | Named authority and dated events | Milestones |
| Review | What result will determine continuation? | Indicator matched to purpose | Review date and threshold |
| Limitation | What remains unknown? | Explicit uncertainty | Residual risk |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: ICEQC decision-record standard.
Decision integrity
feasibility and implementation, matched, stated in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 186. Decision integrity to connect evidence with delivery, unequal effect and correction. 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.
Part XXXI
Evidence and implementation instrument S: Source-specific methodological notes
Education for All quality evidence
The 2005 EFA Global Monitoring Report was published in 2004 and is therefore available at the evidence cut-off. 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 process are connected, but it does not create a single teacher-quality index.[REF-03]
This report uses that framework to bound claims. Workforce statistics describe enabling capacity and part of the process; they do not replace learning evidence. Where the EFA report presents country or regional observations, later revisions are not imported.
Global Education Digest 2004
equity and national, detail, retained in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 188. Global Education Digest 2004 to connect evidence with delivery, unequal effect and correction. 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]
authority and condition, without, qualification in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 188. Global Education Digest 2004 to connect evidence with delivery, unequal effect and correction. 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.
World Development Indicators 2004
Table 2.10 reports education inputs, including trained primary teachers and the primary pupil–teacher ratio. The publication notes a two-to-three-year statistical lag, variation in coverage and methods, and the transition from ISCED 1976 to ISCED 1997. It defines trained status through national minimum organised teacher training and warns that training varies.[REF-05]
coverage and examples, establish, league in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 189. World Development Indicators 2004 to connect evidence with delivery, unequal effect and correction. Missing regional trained-teacher aggregates remain missing. The country examples are used to show range and not to establish a league table.
feasibility and rather, presented, series in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 189. World Development Indicators 2004 to connect evidence with delivery, unequal effect and correction. National operational analysis in this report therefore uses a narrower school-assigned instructional FTE where data permit. The difference is deliberate and is disclosed rather than presented as the same series.
World Development Report 2004
remedy and excused, unexcused, absence in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 190. World Development Report 2004 to connect evidence with delivery, unequal effect and correction. The source defines the rate as the percentage of staff supposed to be present but not present, including excused and unexcused absence.[REF-06]
capacity and states, national, census in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 190. World Development Report 2004 to connect evidence with delivery, unequal effect and correction. 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.
comparability and institutional, prescription, country in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 190. World Development Report 2004 to connect evidence with delivery, unequal effect and correction. 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.
Achieving Universal Primary Education by 2015
equity and completion, universal, standard in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 191. Achieving Universal Primary Education by 2015 to connect evidence with delivery, unequal effect and correction. 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]
authority and practice, benchmark, limits in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 191. Achieving Universal Primary Education by 2015 to connect evidence with delivery, unequal effect and correction. 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.
distribution and school, timetable, calculation in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 191. Achieving Universal Primary Education by 2015 to connect evidence with delivery, unequal effect and correction. It does not supply school-level entitlement rules. National planners must therefore move from aggregate scenario to school and timetable calculation.
Education at a Glance 2004
coverage and structures, participating, systems in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 192. Education at a Glance 2004 to connect evidence with delivery, unequal effect and correction. It reports instruction time, teaching time, working-time organisation, salaries and decision structures for participating systems.[REF-08]
feasibility and outside, reported, population in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 192. Education at a Glance 2004 to connect evidence with delivery, unequal effect and correction. 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.
International recommendations and rights instruments
remedy and prescribe, global, staffing in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 193. International recommendations and rights instruments to connect evidence with delivery, unequal effect and correction. It guides the normative context but does not prescribe a global staffing ratio.[REF-02]
capacity and analysis, applicable, obligation in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 193. International recommendations and rights instruments to connect evidence with delivery, unequal effect and correction. It does not convert every workforce indicator into a direct legal compliance test without analysis of the applicable obligation and facts.[REF-12]
United Nations Millennium Project
continuity and workforce, outcomes, occurred in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 194. United Nations Millennium Project to connect evidence with delivery, unequal effect and correction. 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]
Evidence hierarchy
authority and revise, contemporaneous, position in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 195. Evidence hierarchy to connect evidence with delivery, unequal effect and correction. 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.
| Source | Primary role in this report | Permitted use | Boundary retained |
|---|---|---|---|
| Dakar Framework | International education commitment | Public-interest and teacher-policy context | Not a staffing formula |
| 1966 teacher Recommendation | Professional and employment principles | Preparation, participation, conditions and remote service | Not a binding global ratio |
| EFA GMR 2005 | Quality framework and contemporaneous teacher evidence | Connect capacity to wider quality | Not a composite teacher-quality score |
| Global Education Digest 2004 | Statistical definitions and comparison | Programme and data context | Reference-year and coverage limitations |
| WDI 2004 | Reported ratios and trained shares | Regional and country measurement examples | Preliminary 2001/02 status and national definitions |
| WDR 2004 | Presence and service-delivery evidence | Demonstrate payroll–service distinction | Preliminary samples and all-reason absence |
| UPE 2015 study | Costing and scenario evidence | Test balanced parameters and pipeline needs | Sample, model and geographic limits |
| Education at a Glance 2004 | FTE, class size and time distinctions | Organisational comparison | Participating-system coverage |
| Millennium Project 2005 | Costed-strategy context | Sequence investment and implementation | No post-cut-off outcomes |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: ICEQC evidence-use register based on references–.[REF-01] [REF-12]
Part XXXII
Evidence and implementation instrument T: Controlled terminology and interpretive glossary
Funded post
An authorised position with budget provision for the stated period. A funded post may be vacant, frozen, temporarily covered or filled.
Filled post
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.
Teacher headcount
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.
Teacher full-time equivalent
The sum of teacher workloads expressed relative to the nationally defined full-time workload. Contracted, assigned and instructional FTE are distinct.
Teaching staff
Personnel directly involved in instruction under the applicable statistical definition. The treatment of principals, specialists and mixed functions must be stated.
Trained teacher
capacity and preparation, across, countries in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 202. Trained teacher to connect evidence with delivery, unequal effect and correction. The term is nationally defined and does not establish common preparation across countries.[REF-05]
Professionally qualified teacher
continuity and separately, national, distinguish in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 203. Professionally qualified teacher to connect evidence with delivery, unequal effect and correction. This may coincide with trained status but is retained separately where national law or data distinguish them.
Subject match
The relationship between recognised preparation and assigned curriculum under a dated national match rule. It is calculated by period where assignments are mixed.
Pupil–teacher ratio
Pupils divided by teachers within a stated level, sector, period and unit. It is a resource ratio and is not average class size.
Pupil–trained-teacher ratio
Pupils divided by teachers meeting the stated national preparation requirement. It combines resource quantity and nationally defined status but does not measure teaching quality.
Class size
remedy and groups, subject, teacher in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 207. Class size to connect evidence with delivery, unequal effect and correction. A pupil can belong to different groups by subject; a teacher can serve more than one class.
Teacher contact time
comparability and instruction, schedules, groups in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 208. Teacher contact time to connect evidence with delivery, unequal effect and correction. It is part of total working time and differs from pupil instruction time where schedules or groups vary.
Instructional full-time equivalent
equity and capacity, pedagogy, learning in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 209. Instructional full-time equivalent to connect evidence with delivery, unequal effect and correction. It measures delivered time capacity, not pedagogy or learning.
Vacancy
distribution and covered, recruitment, included in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 210. Vacancy to connect evidence with delivery, unequal effect and correction. The vacancy definition states whether posts temporarily covered or not open for recruitment are included.
Teacher shortage
coverage and capability, deployment, vacancies in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 211. Teacher shortage to connect evidence with delivery, unequal effect and correction. It depends on entitlement, capability, deployment and time, not vacancies alone.
Entry
Movement of a person into the defined teacher workforce during the period. First entry, re-entry and transfer in are separately classified.
Attrition
capacity and treated, according, boundary in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 213. Attrition to connect evidence with delivery, unequal effect and correction. Retirement, resignation, death, dismissal and other reasons are separated; internal transfers are treated according to the boundary.
Turnover
Movement into and out of a school, district or group. It can be high when national attrition is low because internal transfers contribute.
Deployment
authority and arrival, timetable, assignment in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 215. Deployment to connect evidence with delivery, unequal effect and correction. A deployment order is complete for service measurement only after effective arrival and timetable assignment.
Presence
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.
Observed absence
The condition of an expected teacher not observed present under a stated visit design. It can include authorised and unauthorised reasons until verification.
School-open time
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.
Delivered period
A scheduled instructional period that occurred under the stated delivery rule. Replacement, combined-class and shortened-period arrangements are separately coded.
Instructional capacity
distribution and condition, learning, outcome in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 221. Instructional capacity to connect evidence with delivery, unequal effect and correction. It is an enabling condition and not a learning outcome.
Replacement demand
Recruitment or return required to offset expected exits and workload reduction. It exists even where enrolment and target workforce stock are stable.
Growth demand
Additional capacity required because pupil numbers, programmes, curriculum, access conditions or staffing policy expand.
Gross recruitment need
Growth demand plus replacement demand, less credible re-entry and transfers in, with the same boundary and period.
Training yield
continuity and programme, duration, exceeds in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 225. Training yield to connect evidence with delivery, unequal effect and correction. Annual completions divided by annual admissions is not a cohort yield when programme duration exceeds one year.
Appointment yield
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.
Establishment entitlement
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.
Minimum viable staffing
feasibility and implying, avoidable, surplus in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 228. Minimum viable staffing to connect evidence with delivery, unequal effect and correction. It can produce a low ratio in small schools without implying avoidable surplus.
Reconciliation residual
remedy and labelled, recruitment, attrition in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 229. Reconciliation residual to connect evidence with delivery, unequal effect and correction. It indicates unresolved data or boundary change and is not labelled recruitment or attrition.
Statistical break
A discontinuity caused by definition, classification, coverage, source or method change. It is distinguished from an actual change in workforce or service.
Planning benchmark
A reference value used to test implications under stated evidence and context. It is not automatically a standard, target or causal threshold.
Scenario
distribution and prediction, independent, assumptions in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 232. Scenario to connect evidence with delivery, unequal effect and correction. It is not a prediction independent of those assumptions.
Coverage
The population, sector, geography and records represented in an indicator. Coverage gaps remain explicit and can differ across numerator and denominator.
Unknown status
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.
Revision
A change to a published statistic resulting from corrected data, updated source or method. Revision date, reason and series effect are disclosed.
Part XXXIII
Evidence and implementation instrument U: Worked calculations and interpretation tests
Headcount and FTE reconciliation
equity and counted, school, school in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 236. Headcount and FTE reconciliation to connect evidence with delivery, unequal effect and correction. 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.
authority and calculation, record, choices in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 236. Headcount and FTE reconciliation to connect evidence with delivery, unequal effect and correction. 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.
distribution and select, matches, question in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 236. Headcount and FTE reconciliation to connect evidence with delivery, unequal effect and correction. 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.
Ratio calculation at national and school levels
coverage and teachers, through, totals in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 237. Ratio calculation at national and school levels to connect evidence with delivery, unequal effect and correction. 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.
feasibility and statistic, preferably, distribution in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 237. Ratio calculation at national and school levels to connect evidence with delivery, unequal effect and correction. 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.
| School | Pupils | Teacher FTE | School pupil–teacher ratio | Share of all pupils |
|---|---|---|---|---|
| A | 40 | 2 | 20.0:1 | 4% |
| B | 160 | 5 | 32.0:1 | 16% |
| C | 800 | 20 | 40.0:1 | 80% |
| Total or derived result | 1,000 | 27 | Aggregate 37.0:1 | 100% |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: ICEQC illustration. The unweighted mean of school ratios is 30.7:1; it is not the aggregate ratio.
Class formation and rounding
continuity and pooled, across, schools in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 238. Class formation and rounding to connect evidence with delivery, unequal effect and correction. 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.
equity and evidence, mathematical, correction in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 238. Class formation and rounding to connect evidence with delivery, unequal effect and correction. It is not a mathematical correction to the class-size rule.
Subject-period demand
distribution and school, assignment, feasible in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 239. Subject-period demand to connect evidence with delivery, unequal effect and correction. 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.
timing and headcount, exceeds, entitlement in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 239. Subject-period demand to connect evidence with delivery, unequal effect and correction. 5 FTE, not a headcount of three. The uncovered periods remain visible even if overall school teacher headcount exceeds entitlement.
Attrition and turnover
capacity and transfers, change, national in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 241. Attrition and turnover to connect evidence with delivery, unequal effect and correction. 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.
comparability and staffing, instability, understated in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 241. Attrition and turnover to connect evidence with delivery, unequal effect and correction. 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.
Training pipeline
equity and report, recognised, completers in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 242. Training pipeline to connect evidence with delivery, unequal effect and correction. 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.
authority and rather, expanding, admissions in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 242. Training pipeline to connect evidence with delivery, unequal effect and correction. The correct planning response may also include improving completion, appointment timing or acceptance rather than expanding admissions alone.
| Transition | Persons remaining | Yield from prior stage | Cumulative yield from admission | Planning interpretation |
|---|---|---|---|---|
| Admitted | 2,000 | Not applicable | 100% | Training places financed |
| Recognised completion | 1,600 | 80.0% | 80.0% | Eligible preparation output |
| Eligible applicant | 1,360 | 85.0% | 68.0% | Recruitment pool |
| Appointment accepted | 1,200 | 88.2% | 60.0% | Expected appointees |
| Reported for duty | 1,140 | 95.0% | 57.0% | Service entrants before early attrition |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: ICEQC illustration. Values are not observations for a country.
Presence estimate and reason composition
uncertainty and training, unauthorised, unresolved in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 243. Presence estimate and reason composition to connect evidence with delivery, unequal effect and correction. 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.
remedy and estimating, immediate, replacement in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 243. Presence estimate and reason composition to connect evidence with delivery, unequal effect and correction. 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.
Instructional-time account
continuity and delivered, recorded, reasons in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 244. Instructional-time account to connect evidence with delivery, unequal effect and correction. 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.
equity and different, questions, labelled in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 244. Instructional-time account to connect evidence with delivery, unequal effect and correction. 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.
Vacancy and entitlement
distribution and current, service, filled in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 245. Vacancy and entitlement to connect evidence with delivery, unequal effect and correction. 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.
timing and required, before, action in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 245. Vacancy and entitlement to connect evidence with delivery, unequal effect and correction. 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.
Deployment dispersion
feasibility and likely, organisational, constraints in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 246. Deployment dispersion to connect evidence with delivery, unequal effect and correction. 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.
uncertainty and provision, avoidable, concentration in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 246. Deployment dispersion to connect evidence with delivery, unequal effect and correction. 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.
Salary scenario
capacity and change, calculation, required in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 247. Salary scenario to connect evidence with delivery, unequal effect and correction. 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.
Scenario sensitivity
A central scenario requires 15,000 deployable FTE. 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 pipeline conversion compound.
authority and extreme, regardless, coherence in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 248. Scenario sensitivity to connect evidence with delivery, unequal effect and correction. 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.
Interpretation tests
timing and measure, support, conclusion in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 249. Interpretation tests to connect evidence with delivery, unequal effect and correction. 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.
coverage and deferred, distant, footnote in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 249. Interpretation tests to connect evidence with delivery, unequal effect and correction. Correction is made in the sentence, not deferred to a distant footnote.
| Control | Question | Passing evidence | Failure example |
|---|---|---|---|
| Unit | Are person, post, FTE, class and period distinguished? | Label and formula agree | Calling FTE a headcount |
| Boundary | Do numerator and denominator cover the same population? | Level, sector and date align | Public-school teachers with all-sector pupils |
| Duplication | Is each person or period counted once? | Identifier and transaction checks | Teacher at origin and destination |
| Missingness | Are unknowns visible? | Unknown count and denominator stated | Treating unknown training as trained |
| Rounding | Is rounding applied after valid lower-level calculation? | School or subject demand retained | National-first class rounding |
| Timing | Are events effective in the reference period? | Effective dates and snapshot | Counting future appointment as current staff |
| Uncertainty | Is sampling or model uncertainty stated? | Interval or sensitivity | Point estimate presented as certainty |
| Interpretation | Does the measure support the claim? | Claim within indicator purpose | Ratio presented as quality outcome |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: ICEQC calculation and interpretation controls.
Closing note on worked examples
comparability and evidence, retains, controls in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 250. Closing note on worked examples to connect evidence with delivery, unequal effect and correction. 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.
Part XXXIV
Evidence and implementation instrument V: Workforce planning decision review
Purpose
authority and exceptions, employment, findings in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 251. Purpose to connect evidence with delivery, unequal effect and correction. 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.
Service boundary
timing and district, subject, sufficiency in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 252. Service boundary to connect evidence with delivery, unequal effect and correction. 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.
Base-year integrity
feasibility and corrected, before, decision in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 253. Base-year integrity to connect evidence with delivery, unequal effect and correction. 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.
Demand logic
remedy and feasible, school, timetable in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 254. Demand logic to connect evidence with delivery, unequal effect and correction. 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.
Supply logic
Recruitment need separates growth and replacement. Training admissions, recognised completion, appointment acceptance and report-to-duty yields are not merged. The plan cannot appoint more suitable candidates than the pipeline supplies without identifying an interim route and its safeguards.
Deployment feasibility
equity and effective, service, confirmed in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 256. Deployment feasibility to connect evidence with delivery, unequal effect and correction. Transfers have realistic dates and conditions. A person is not counted at the receiving school until assignment becomes effective and service is confirmed.
Time and availability
distribution and design, reason, limitations in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 257. Time and availability to connect evidence with delivery, unequal effect and correction. Replacement provision is not counted twice. Presence evidence retains its observation design and reason limitations.
Financial sustainability
coverage and visible, transitional, finance in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 258. Financial sustainability to connect evidence with delivery, unequal effect and correction. Complementary materials and management are protected from unexamined salary crowding. Recurrent obligation remains visible after transitional finance ends.
Equity and professional safeguards
The review examines rural and remote service, subject and language gaps, sex distribution, accessibility, turnover and groups exposed to weak provision. It also examines teacher conditions, consultation, privacy and due process. An efficiency measure that removes minimum service fails the review.
| Decision question | Required evidence | Acceptable decision condition |
|---|---|---|
| Is the base stock credible? | Reconciled persons, FTE, posts and assignments | Residual corrected or explicitly bounded |
| Is demand educationally feasible? | School, class, curriculum and workload calculation | Every required service can form an operating timetable |
| Is supply feasible? | Pipeline, entry, exit and yield evidence | Candidates and timing support planned appointments |
| Can staff be deployed? | Subject, location, minimums and movement constraints | Allocation is feasible and does not create another essential gap |
| Is instruction available? | Calendar, presence, replacement and period evidence | Capacity reflects service rather than payroll alone |
| Is finance sustainable? | Full recurrent and transition cost | Horizon liability has a credible resource path |
| Is distribution defensible? | School and pupil exposure, including underserved groups | No material gap hidden by the aggregate |
| Are professional conditions protected? | Workload, preparation, consultation and employment evidence | Action remains lawful, proportionate and supportable |
| Can progress be reviewed? | Dated stock, flow, deployment and service measures | Next decision can be made from comparable evidence |
Source and methodological notes are stated immediately below the table in the authoritative Markdown text.
Source: ICEQC workforce planning decision framework.
Decision disposition
equity and concealed, aggregate, variance in Teacher Supply, Deployment and Instructional Capacity: Indicators for System Planning require ### 260. Decision disposition to connect evidence with delivery, unequal effect and correction. 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.
References
- REF-01
World Education Forum. The Dakar Framework for Action: Education for All — Meeting Our Collective Commitments. 2000. ED-2000/WS/27.
The commitment to expand free primary education of good quality and to improve the status, morale and professionalism of teachers.
https://unesdoc.unesco.org/ark:/48223/pf0000121147 - REF-02
International Labour Organization and United Nations Educational, Scientific and Cultural Organization. Recommendation concerning the Status of Teachers. 1966.
International principles concerning teacher preparation, employment, professional participation, working conditions, rural service and educational planning.
https://www.ilo.org/ilo-unesco-recommendation-concerning-status-teachers-1966 - REF-03
Education for All Global Monitoring Report Team. Education for All: The Quality Imperative. 2004. EFA Global Monitoring Report 2005.
The contemporaneous global account of education quality, teacher availability, qualification, working conditions and the relationship between enabling inputs and learning.
https://unesdoc.unesco.org/ark:/48223/pf0000137333 - REF-04
UNESCO Institute for Statistics. Global Education Digest 2004: Comparing Education Statistics Across the World. 2004.
International definitions and comparative education statistics relevant to teachers, pupils, programme levels and data coverage.
https://uis.unesco.org/sites/default/files/documents/global-education-digest-2004-comparing-education-statistics-across-the-world-en_0.pdf - REF-05
World Bank. World Development Indicators 2004. 2004.
Contemporaneous regional and country indicators for pupil–teacher ratios and the percentage of primary teachers trained, with methodological notes on coverage and comparability.
https://documents.worldbank.org/curated/en/517231468762935046/pdf/289690PAPER0WDI02004.pdf - REF-06
World Bank. World Development Report 2004: Making Services Work for Poor People. 2003. Chapter 1 and tables 1.2–1.3; education service-delivery chapters.
Evidence on provider presence, public-service accountability and the distinction between financed posts and services received.
https://documents1.worldbank.org/curated/en/832891468338681960/pdf/268950WDR00PUB0ces0work0poor0people.pdf - REF-07
World Bank. Achieving Universal Primary Education by 2015: A Chance for Every Child. 2003. Chapters 3–5 and technical annexes.
A contemporaneous country-based costing and policy model linking enrolment, teacher salaries, pupil–teacher ratios, deployment, repetition and non-salary inputs.
https://documents1.worldbank.org/curated/en/558081468767411386/pdf/multi0page.pdf - REF-08
Organisation for Economic Co-operation and Development. Education at a Glance 2004: OECD Indicators. 2004. Indicators D1–D4 and Annex 3.
Definitions and comparative evidence concerning class size, full-time-equivalent student–teacher ratios, instruction time, teaching time and teacher working conditions.
https://doi.org/10.1787/eag-2004-en - REF-09
United Nations Millennium Project. Investing in Development: A Practical Plan to Achieve the Millennium Development Goals. 2005.
The development-planning context available at the cut-off, including the need to cost teacher recruitment, training and supporting inputs within national strategies.
https://digitallibrary.un.org/record/564468 - REF-10
United Nations Educational, Scientific and Cultural Organization. International Standard Classification of Education: ISCED 1997. 1997. BPE-98/WS/1.
The programme-level classification needed to align teacher and pupil counts across national education structures.
https://uis.unesco.org/sites/default/files/documents/international-standard-classification-of-education-1997-en_0.pdf - REF-11
United Nations Economic and Social Council. Fundamental Principles of Official Statistics. 1994. E/RES/1994/13.
Principles governing impartiality, professional methods, transparency, correction and confidentiality in workforce statistics.
https://unstats.un.org/unsd/dnss/gp/fundprinciples.aspx - REF-12
United Nations General Assembly. Convention on the Rights of the Child. 1989. A/RES/44/25. Articles 2, 28 and 29.
The rights and non-discrimination basis for examining whether teacher allocation secures effective educational opportunity for every child.
https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-child