According to the Gallup-Healthways Well-Being Index, teachers are most happy with their chosen profession:
The Economist gives a harsh view of education in the Arab World:
According to surveys, barely a third of Egyptian adults have ever heard of Charles Darwin and just 8% think there is any evidence to back his famous theory. Teachers, who might be expected to know better, seem equally sceptical. In a survey of nine Egyptian state schools, where Darwin’s ideas do form part of the curriculum for 15-year-olds, not one of more than 30 science teachers interviewed believed them to be true. At a private university in the United Arab Emirates, only 15% of the faculty thought there was good evidence to support evolution.
The strength of religious belief among Arabs partly explains their reluctance to accept the facts of evolution. Until recent reforms, state primary schools in Saudi Arabia devoted 31% of classroom time to religion, compared with just 20% for mathematics and science. A quarter of the kingdom’s university students devote the main part of their degree course to Islamic studies, more than in engineering, medicine and science put together. And despite changes to Saudi curriculums, religious study remains obligatory every year from primary school through to university.
Comparing educational systems:
The most rigorous comparative study of education systems, a survey called Trends in International Mathematics and Science Study (TIMSS) that comes out every four years, revealed in its latest report, in 2007, that out of 48 countries tested, all 12 participating Arab countries fell below the average. More disturbingly, less than 1% of students aged 12-13 in ten Arab countries reached an advanced benchmark in science, compared with 32% in Singapore and 10% in the United States. Only one Arab country, Jordan, scored above the international average, with 5% of its 13-year-olds reaching the advanced category.
A listing of the world’s top 500 universities, compiled annually by Shanghai Jiao Tong University, includes three South African and six Israeli universities, but not a single Arab one. The Swiss-based World Economic Forum ranks Egypt a modest 70th out of 133 countries in competitiveness, but in terms of the quality of its primary education system and its mathematics-and-science teaching, it slumps to 124th. Libya, despite an income of $16,000 a head, ranks an even more dismal 128th in the quality of its higher education, lower than dirt-poor Burkina Faso, with an average income of $577.
The situation today:
Arab countries now spend as much or more on education, as a share of GDP, than the world average. They have made great strides in eradicating illiteracy, boosting university enrollment and reducing gaps in education between the sexes.
Marguerite Roza, Research Associate Professor at the University of Washington’s College of Education writes on the tradeoff between teacher wages and layoffs to meet budget cuts. Roza based her analysis on the fact that,
93 percent of school districts in the U.S. negotiate and structure teacher-pay according to a fixed salary schedule, consisting of annual as well as step increases. Step increases average 3.16 percent a year. The annual increase for the salary schedules she calculated at the average Consumer Price Index (CPI) for the 1997–2007 period at 2.87 percent.
As Milton Friedman pointed out in 1962,
With respect to teachers’ salaries …. Poor teachers are grossly overpaid and good teachers grossly underpaid. Salary schedules tend to be uniform and determined far more by seniority.