Supply and Demand

KEY TOPICS
VOLUME 3
EURYDICE
PHASE ONE QUESTIONNAIRE

DESCRIPTIVE PART
ASPECT 3:
SUPPLY AND DEMAND
I
II
III
IV
EXISTENCE AND TYPE OF PLANNING POLICY

INDICATORS OF SHORTAGE OR SURPLUS
RECRUITMENT PATTERNS AND TYPES OF CONTRACT IN CASE OF SHORTAGE
MEASURES TO BOOST RECRUITMENT
For the purposes of this questionnaire please take account of the following:
Level of education: compulsory lower secondary
Type of education: general
Sector of education: public sector
Reference year: 2000/2001
JANUARY 2001
Eurydice European Unit

The information network on education in Europe
Avenue Louise 240

B-1050 Brussels
Internet: http://www.eurydice.org
Existence and type of forward planning policy
Introduction
The problem of teacher supply and demand raises the question of whether planning policies exist which may
help the decision-making bodies to develop strategic options so as to be prepared to meet anticipated future
demands.
The aim of a forward planning policy is to preserve a balance between teacher supply and demand, its
objective is to develop strategies to prevent teacher shortage or surplus or to readjust measures that have
already been taken in midstream.
Forward planning is based on specific methods to predict developments in teacher supply and demand. It
may be based on the observation of trends and the selection of the most likely scenarios in connection with
demographic projections, such as birth rates and migration movements as well as developments in number of
teacher trainees and likely movements within the teaching profession (retirements, transfers to other nonteaching posts etc).
Forward planning of teaching staff requirements may be on a long-, medium- and/or short-term basis and
will usually have a statutory framework. This planning policy is developed either at national level or at
regional level depending on the relative centralisation/decentralisation of the particular education system. It
is never organized at local level, even where recruitment is carried out at that level. Different players may be
involved in the creating of such a policy (including the possible involvement of experts who may work
independently from the policy-making body).
Forward planning measures as defined here should be distinguished from the management of teacher supply
and demand at local level on an annual basis. The latter will not be treated here.
Measures taken at local (municipal) level to make provision for the necessary recruitments and
replacements of teachers on an annual basis cannot be considered as constituting measures of a forward
planning policy and are the subject of a separate question (question 7).
A forward planning policy must also be distinguished from an annual gathering of data at municipal or
school level in order to determine the immediate needs concerning teaching posts and other resources
(current and capital expenditure) linked to the number of pupils enrolled.
If lower secondary general education is available in several different types of schools in your country,
please either (a) complete a separate questionnaire for each type of school; or (b) select one type of school,
i.e., the school which permits entry to the upper secondary level (general education).
In the case of Belgium, Ireland and the Netherlands, the grant-aided private sector must also be taken
into account. In this case, please complete a separate questionnaire for each sector.
Key Topics Volume 3 Document C Questionnaire phase I Aspect 3: Supply and demand January 2001
Q1
Existence of a forward planning policy

(i)
Does a forward planning policy concerning teacher supply and demand exist in your country?
YES (please complete the table and answer questions 2 to 7)
NO (please go to ii)
(ii)
If no forward planning policy exists in your country, is the introduction of a planning policy
under discussion?
YES
NO
If yes, please give details of the content of proposed policy:

Please go to question 7.
If planning policy exists in your country, please complete the following table:
Forward planning policy for teacher supply at compulsory lower secondary level
Reference year 2000/2001
Existence of an official planning policy
document (date of publication). Please
indicate the reference(s) in the original
language and translated into English or
French.
Q2
Legislation or not/Year of
implementation
Existence of a planning policy

practice (date of implementation)
Management and responsibilities of forward planning

(i)
Who is responsible for the forward planning policy in your country?

Ministry/national education board (please specify)
Regional education authority (please specify)
Independent body (please specify)
Other, please specify
(ii)
Please give the name(s) of the body(ies) concerned and specify its (their) role.
(iii)
If there are several players who contribute to the forward planning policy, please explain how
the work is co-ordinated between them.
(iv)
If there are any specific commissions or committees specialising in forecasting and discussing
future developments in teacher supply and demand are these bodies:
Parliamentary commissions (federal or regional)
Research centres
(v)
Q3
How is the work of these bodies being taken into account by the decision-making level(s)?
Please specify.
Objectives of forward planning

The aim of a forward planning policy is to preserve a balance between teacher supply and demand.
(i)
Q4
What is the explicit goal of the particular planning policy in your country? Please summarize
briefly.
Time span covered by the planning policy

(i)
What is the time span of this forward planning policy?

5 years
10 years
Q5
(ii)
If readjustments of the policy are made, at which intervals (e.g. annually, biennially, please
specify) are they made?
(iii)
On exactly what basis are these readjustments made? Please describe the different possibilities.
Parameters taken into account for the planning policy

(i)
What are the parameters which are taken into consideration for defining this planning policy?
Different parameters may be combined.
Development of numbers of teachers per educational level and per subject (e.g. numbers of
teachers close to the age of retirement, rate of early retirement and /or rate of teachers
quitting the profession)
Development of numbers of pupils per educational level
Introduction of educational reforms (e.g.. extension of compulsory schooling, introduction
of new compulsory subjects in the curriculum for pupils)
General demographic developments (birth rates, etc)
Rates of unemployment
Migration movements
Please indicate all the elements taken into account and where two or more are applicable, please
mention them in the order of their importance.
(ii)
This forward planning is based on

Statistical projections
Please indicate the statistical service(s) responsible and the different bodies participating in the
data- gathering.
(iii)
What are the implementing measures taken in accordance with the aims of the planning policy?
Limitation of the number of entrants to initial teacher training
Limitation of the number of graduates from teacher training courses
Limitation of permanent teaching contracts
Q6
Dissemination of and access to information on planning policy

(i)
How is information about this policy distributed, what are the means of access and to whom is
this information delivered?
Medium
Official bulletin of the decision-taking body
Newspaper
Internet
Addressee
Headteachers
Teachers
Trainee teachers
Secondary school leavers qualified for entry to tertiary education
Career counsellors
Everybody interested without specification
Q7
The role of local authorities in the annual management of teacher supply

(i)
What responsibilities do local education authorities have for the annual replacement and/or
recruitment of teachers at compulsory lower secondary level?
(ii)
What responsibilities do schools have to provide for their annual needs concerning teachers at
compulsory lower secondary level? How do they make these needs known? To whom do they
address these needs?
II
INDICATORS OF SHORTAGE AND SURPLUS
This section is devoted to the gathering of statistical data on shortages or over-supply of teachers. The aim is
to measure the scale of the problem, if it exists, and the way it has changed over the last ten years. In so far
as data of this kind has not been gathered on a consistent basis, it is necessary to rely on national data. As the
latter may be governed by definitions that vary depending on the country concerned, we have attempted to
specify the data we require as clearly as possible. Similarly, in order that our comparisons should be reliable,
the time series will be shown for each country in turn, using an index of change with respect to a particular
year of reference.
Not all the data requested has necessarily been gathered for many years in all countries. For this
reason, you are asked to complete the following tables in accordance with the availability of the data in
your own country.
If no data exists in your country on teacher shortages (Q8), on teacher unemployment (Q9), on
teachers quitting the profession in mid-career (Q10) and/or on teacher absences (Q 11- i and ii), please
go on to questions Q12 and Q13.
If data is available for some regions only, please give an indication in the tables of the re.g.ion(s)
concerned and the source(s) referred to.
Q8 Teacher shortages
The number of persons with a qualification enabling them to teach in compulsory lower secondary education
is not always sufficient to fill the number of posts available. This results in a shortage of teachers, which may
extend to an entire level of education or only affect certain subjects.
The way that the number of posts remaining vacant is calculated varies according to each country. For this
reason, we ask you to indicate, in the table below, the percentage of posts remaining vacant alongside the
total number of posts to be filled. Please specify as fully as possible the parameters that are taken into
consideration and the method of calculation used to obtain these percentages.
If data is available for some regions only, please complete the table specifying the region(s) concerned
and the source(s) referred to.
School year
(if available)
Total number of posts to
be filled (expressed in
full-time equivalents),
teachers in compulsory
lower secondary
education
(if available)
Percentage of posts
remaining vacant,
teachers in
compulsory lower
secondary education
(if available)
Percentage of posts
remaining vacant,
teachers of mathematics
in compulsory lower
secondary education
(if available)
Percentage of posts
remaining vacant,
teachers of mother
tongue in compulsory
lower secondary
education
1990/91
1991/92
1992/93
1993/94
1994/95
1995/96
1996/97
1997/98
1998/99
1999/2000
Source of data:
Regions covered (if applicable):
Calculation method for percentage of posts remaining vacant:
Q9 Teacher over-supply
The number of persons with a qualification enabling them to teach in compulsory lower secondary education
is sometimes greater than the number of posts available. This results in an over-supply of teachers which
may extend to all levels of education, affect one level in particular, or only concern certain subjects. Some of
these surplus teachers may find a job outside teaching, but others are unemployed. Data gathered for the
following table is concerned solely with unemployed teachers.
The way that the number of teachers claiming unemployment benefit is calculated varies according to
country. For this reason, we ask you to indicate, in the table below, the percentage of teachers claiming
unemployment benefit. Please specify as fully as possible the method of calculation used to obtain these
percentages.
If data is available for some regions only, please give an indication in the table of the re.g.ion(s)
School year
(if available)
Percentage of teachers claiming
unemployment benefit, teachers at all
levels of education
(if available)
Percentage of teachers claiming
unemployment benefit, teachers at compulsory
lower secondary level of education
1990/91
1991/92
1992/93
1993/94
1994/95
1995/96
1996/97
1997/98
1998/99
1999/2000
Source of data:
Regions covered (if applicable)
Calculation method for percentage of teachers claiming unemployment benefit:
Q10 Teacher attrition
The number of teachers quitting the profession in mid-career as well as early retirement rates for teachers
may be used as quantitative indicators of the level of malaise experienced in the profession.
Persons who have obtained a teaching qualification and who choose, in the first instance, to enter the
profession may, after some months or years, decide to quit the profession. Here we are concerned with cases
in which they leave of their own free will (and not because their contract is prematurely terminated or not
renewed). At the end of their career teachers may opt to retire before the normal age of retirement if this
possibility is available to them.
If the rates of teachers quitting in mid-career and/or the rates of teachers opting for early retirement are
measured in whatsoever fashion in your country, please specify the method used and the type(s) of teaching
contract(s) that are taken into account for the purposes of that calculation:
If statistical data is available, please complete the table below.
If data is available for some regions only, please give an indication in the table of the region(s)
School year
(if available)
Percentage of teachers who have quit the teaching
profession in mid-career
(if available)
Percentage of teachers who have opted for
early retirement
1990/91
1991/92
1992/93
1993/94
1994/95
1995/96
1996/97
1997/98
1998/99
1999/2000
Source of data:

Q11 Teachers taking leave of absence
The problem of teacher absences may be considered in terms of (i) the number of days of absence on the part
of all teachers in compulsory lower secondary education and (ii) the number of teachers who, during a given
school year, have leave of absence for more than two consecutive weeks.
(i) During a particular school year, teachers holding a post in compulsory lower secondary education
may obtain leave of absence for one or more periods that can vary in length.
The method of accounting for teacher absences varies according to country. For this reason, please
complete the table below by indicating either the total number of days on leave of absence which
together make up the different periods of leave of absence, or the average number of days on leave
of absence per teacher. Please do not include in this total, days of leave for family reasons or
maternity leave. If this distinction is not possible, you should say so.
School year
1990/1991
1991/1992
1992/1993
1993/1994
1994/1995
1995/1996
1996/1997
1997/1998
1998/1999
1999/2000
Teachers at all levels of education

Total number
(if available)
(if available)
of teachers
Total number of
Average
days on leave of
number of
days on leave
absence
of absence
per teacher
Teachers at compulsory lower secondary level

Total number of (if available)
(if available)
teachers
Total number
Average
of days on leave number of days
on leave of
of absence
absence per
teacher
Provided by
Eurostat
Provided
Eurostat
by
Source of data:
Types of leave included and excluded:
Level of education included:
(ii)
During a particular school year, teachers holding a post in compulsory lower secondary
education may obtain leave of absence for one or more periods longer than two consecutive
weeks.
If data relating to absences of over two consecutive weeks are available, please complete the table
below, indicating the number of leaves of absence of more than two consecutive weeks. Please do
not include in this total, teachers who are absent for family reasons or for maternity leave. If this
distinction is not possible, you should say so.
School year
(if available)
Total number of leaves of absence for more
than two consecutive weeks, teachers at all
levels of education
(if available)
Total number of leaves of absence for more than
two consecutive weeks, teachers at compulsory
lower secondary level of education
1990/91
1991/92
1992/93
1993/94
1994/95
1995/96
1996/97
1997/98
1998/99
1999/2000
Source of data:
Q12 Prospective teachers at compulsory lower secondary level
Trends in the number of persons who have obtained a qualification enabling them to teach in compulsory
lower secondary education may be an indicator of the likelihood of shortages or surpluses.
If data relating to the number of graduates from initial teacher training qualified to teach at compulsory
lower secondary education level is available in your country, please complete the following table.
School year
(if available)
Total number of graduates from
initial teacher training qualified
to teach at compulsory lower
secondary level of education
(if available)
Total number of graduates
from initial teacher training
qualified to teach mathematics at
compulsory lower secondary level
of education
(if available)
Total number of graduates from
initial teacher training qualified to
teach mother tongue at
compulsory lower secondary level
of education
1990/91
1991/92
1992/93
1993/94
1994/95
1995/96
1996/97
1997/98
1998/99
1999/2000
Source of data:
NB: changes in the number of pupils of secondary school age will be obtained from Eurostat (UOE data).
Q13 If it is stated that there is a shortage or an over-supply of teachers in compulsory lower secondary
education in your country but you have been unable to supply data for one or more of the preceding
tables, please explain to us how this shortage or over-supply is measured. What data or analyses, etc.
are used to back up this statement?
III
RECRUITMENT PATTERNS AND TYPES OF CONTRACT IN CASE

OF TEACHER SHORTAGES
This section addresses emergency or stop-gap solutions to fill teaching posts that cannot be filled via normal
recruitment procedures (1). This refers to the situation whereby teacher shortages in particular subject matters
(as well as, for example, in particular geographic areas) at compulsory lower secondary level mean that great
difficulty is encountered in identifying candidates to take up certain teaching posts.
The purpose is thus to determine the degree of latitude governing who may be recruited to teach which
subject matters in such circumstances.
Emergency recruitment measures may be addressed as part of the official texts regulating recruitment in
general, or they may be introduced separately (for example, as a part of a readjustment strategy within
forward planning policies in the event that these policies fall short of projected targets), or they may indeed
develop on an ad hoc basis in response to particular needs. In the latter case, emergency recruitment
practices may be tolerated but not formally recognised, in which case referral should made to the contextual
analysis (national experts contributions).
Q14 Use of existing resources to tackle teacher shortages
(i)
Please describe steps (other than recruitment of additional teaching staff) that may be taken in
the event that a teaching post remains vacant following ordinary recruitment procedures. Such
steps may include one or several of the following (please indicate as applicable):
Redeployment of existing teaching staff normally teaching other subject matters (at
compulsory lower secondary level and/or other levels) to teach the subject matter for
which there is a vacancy. Please give details:
Increase in teaching duties (e.g., overtime) of existing teaching staff (at all levels of
education) normally teaching the subject matter for which there is a vacancy. Please give
details:
Increase in class sizes in order to alleviate teacher shortages. Please give details:
Other. Please give details:
(ii)
Are any or all of these steps mandatory prior to recruiting additional staff as an emergency
measure? Please specify which steps(s) is/are mandatory, giving references to the official texts
regulating this (in the original language and in English or French):
(iii)
Have any recommendations or guidelines on the steps to be taken in the event of emergency
recruitment to overcome teacher shortages been introduced? Please specify the references for
these recommendations or guidelines (in the original language and in English or French) and
state at what level they apply (national, regional or local):
Q15 Types of candidates

(i)
What types of candidates may be recruited to teaching posts that cannot otherwise be filled
following usual recruitment criteria and procedures? (several responses are possible)
Candidates who are fully-qualified teachers but who are not specialised in the subject matter
required, and/or
Candidates who are not fully qualified (ie, trainee teachers), and/or
Candidates who do not possess teaching qualifications
(ii)
If two or more of these types of candidates are eligible for recruitment, do rules of precedence
apply? Please give details:
(iii)
For candidates who are fully-qualified teachers but who are not specialised in the subject
matter required:
(1) For these procedures, please see the questionnaire on aspect two Transition and follow-up between initial training and
professional life: recruitment methods and types of teaching contracts.
10
a) How is such recruitment regulated? Please give titles and references of official texts (in the
original language and in English or French) regulating recruitment to teaching posts that
cannot otherwise be filled following usual recruitment criteria and procedures:
Please answer Q15(iii) b) d) twice, once with regard to recruitment to teach maths and once
with regard to recruitment to teach mother tongue in the event that these measures are
different:
(iv)
b)
What is the level and types of qualifications required of candidates? Please give details:
c)
What conditions apply to this type of recruitment? For example, type of contract offered,
etc. If restrictions relating to the temporary or provisional nature of these measures are
applicable, please define what is meant by these terms:
d)
Please give a brief description of any other relevant criteria applying to this type of
recruitment:
For candidates who are not fully qualified (ie, trainee teachers):
(a) How is such recruitment regulated? Please give titles and references of official texts (in the
Please answer Q15(iv) b) e) twice, once with regard to recruitment to teach maths and
once with regard to recruitment to teach mother tongue if the criteria are different:
(b) What criteria must be complied with before candidates may be considered for recruitment
(e.g., number of years of training and/or first qualifications obtained, subject matters
studied, professional experience already acquired)?
(c) What restrictions apply to this type of recruitment? For example, type of contract offered,
(d) Are there teaching posts to which these candidates may not be recruited? Please give
details:
(e) Please give a brief description of any other relevant criteria applying to this type of
recruitment:
(v)
For candidates who do not possess teaching qualifications:

a)
How is such recruitment regulated? Please give titles and references of official texts (in the
Please answer Q15(v) b) e) twice, once with regard to recruitment to teach maths and
once with regard to recruitment to teach mother tongue if the criteria are different:
b)
What criteria must be complied with before candidates may be considered for recruitment
(e.g., type of professional experience, number of years of experience, etc.)?
c)
What restrictions apply to this type of recruitment? For example, type of contract offered,
d)
Are there teaching posts to which these candidates may not be recruited? Please give
details:
e)
Please give a brief description of any other relevant criteria applying to this type of
recruitment:
(vi) If there are any special provisions for recruitment of specific target groups (for example, persons
who possess teaching qualifications but who have left the profession), please give details:
(vii) Who is responsible for recruitment? (e.g., school head, school board/governing body, local
education authority). Please give details:
Q16 How many teaching posts are filled as a result of emergency recruitment measures? Please complete
the following table and give full details of the method of calculation used to obtain this data.
11
If this data exists for some regions only, please complete the table specifying the region(s)
covered and the source(s) used.
School year
(if available)
Total number of
teaching posts filled as a
result of emergency
recruitment measures
(for teachers in
compulsory lower
secondary education)
(if available)
Percentage of teaching
posts filled as a result
of emergency
recruitment measures
(for teachers in
compulsory lower
(if available)
posts filled as a result of
emergency recruitment
measures (for teachers of
mathematics in
compulsory lower
(if available)
posts filled as a result of
emergency recruitment
measures (for teachers of
mother tongue in
compulsory lower
1990/91
1991/92
1992/93
1993/94
1994/95
1995/96
1996/97
1997/98
1998/99
1999/2000
Source of data:
Calculation method for percentage of posts filled as a result of emergency recruitment measures:
Q17 Debates and proposals to combat shortfalls in teacher recruitment
(i)
If measures to combat shortfall in teacher recruitment are under discussion or proposals are in
the process of being introduced, please give a brief description of the content of these measures
or proposals:
(ii)
When are these measures to be implemented (if applicable)?
The national experts will provide descriptions of informal or de facto recruitment practices which
respond to existing needs and which may or may not co-exist with existing measures. They will also
give an explanation and analysis of the policy decisions pertaining to the introduction of measures to
meet shortfalls in teacher recruitment.
12
IV
MEASURES TO BOOST RECRUITMENT
This section of the questionnaire addresses the policy response to identified shortages including potential
future shortages forecast in the framework of forward planning policies of fully-qualified teachers. The
purpose is to identify the types of campaigns and initiatives that have been organised in order to remedy a
lack of take-up of teacher training places and a decrease in fully-qualified teachers seeking teaching posts.
We remind you that these campaigns and initiatives must relate to the year of reference 2000/2001 (both
measures that are introduced and/or have effect during this year as well as any measures that have been
directed to increase enrolment in teacher training and recruitment to teaching posts for this year are to be
included).
It should be noted that the questions specifically address campaigns and initiatives designed to encourage
increased entry into the profession, whether at the point of enrolment in initial teacher training or of
recruitment (or re-entry) into the profession. Measures introduced to enhance the attractiveness of the
profession as a whole, including incentives available to all teachers at all points of their career, will be
addressed in the second phase of the data collection for this study in the section devoted to conditions of
service for teachers.
In broad terms, there are two possible ways of boosting entry into the profession:
1)
Recruitment campaigns, or in other words, awareness-raising activities aiming to increase interest in

teacher training and the professional activity of teachers with a view to persuading more people to take
up teaching. We would like to know whether recruitment campaigns are organised and, if so, who is
the target audience, what form do the campaigns take, how are they timed and what is the stated
objective? Are the campaigns accompanied by specific incentives to join the teaching profession?
2)
Specific incentives to enrol in teacher training or to join (or re-enter) the teaching force. These
incentives may take a number of forms (for example, training grants, special concessions or
exemptions for categories of trainees, preferential terms in contracts offered to new entrants, etc.) and
are designed to motivate more people by means of very concrete measures to take up teaching.
As little information is presently held by the EEU on this subject, please ensure that your responses are as
detailed and comprehensive as possible in order to allow for a full understanding of the organisation, the
content and the relevant target audiences for such initiatives and campaigns.
Recruitment campaigns
Q18 Has the teaching profession been the object of (a) recruitment campaign(s)?
YES
NO (please go to Q26)
If yes, is this/are these (a) campaign(s) to recruit teachers for
All subject matters
Specific subject matters. Please specify which:
Please state the date on which the campaign was launched:
Please state the time the campaign is to/has run (if specified, for example, less than a year/more than a
year, giving time in weeks or months):
Q19 Who is responsible for initiating the campaign?
Q20 Who is the target audience? Please give details. If several parallel campaigns have been organised
simultaneously or consecutively, please specify this and describe the target audience for each
campaign separately.
Target audiences might comprise, e.g., school-leavers, graduates (please state whether target is
particular disciplines or across all disciplines), trainee teachers (please state whether target is particular
13
discipline/specialisation or across all disciplines/specialisations), career changers, career returners,

ethnic minorities, non-national/overseas teachers, etc.
Q21 Content of the campaign
(i)
What are the media used for the campaign? Please, if possible, enclose a sample from the
campaign (e.g., newspaper advertisement)
Specialist press (please state titles of magazines/newspapers, etc.)
General press
Posters (please state where posters are sited)
Mass media (TV, radio, etc.)
Internet
(ii)
For each medium used, please summarise the message appropriated for that medium within the
campaign:
(iii)
What is the stated objective of the campaign? Please give a brief description:
Q22 What is the timing and periodicity of the campaign(s)?

Specific initiatives
Q23 Have any specific initiatives been introduced with a view to motivating more people to enrol in initial
teacher training or join (re-enter) the teaching force (whether or not in conjunction with a recruitment
campaign)?
YES
NO
(i)
If yes, do these initiatives concern all (one or more answers possible):

Students
Trainee teachers
Teachers in final on the job qualifying phase (where applicable)
New entrants to the teaching profession
irrespective of subject-matter;
or do the initiatives concern one or more subject matters only. Please state which:
(ii)
Please state the date on which the initiative(s) were introduced:
(iii)
P
lease state the time the initiatives are to/have run (if specified, for example, less than a
year/more than a year, giving time in weeks or months):
Q24 Who is responsible for implementing these initiatives?

Q25 Nature of initiatives
Please give details of these initiatives; if two or more initiatives are applicable, please specify this.
Financial incentives
(i) Who is eligible to claim financial incentives? Please give details:
(ii) How are the financial incentives computed?
(iii) How are the financial incentives paid (e.g., in a lump sum, in several payments, conditional
on a particular event, etc. Please specify where appropriate the periodicity of the payments,
the conditions applicable, etc.):
(iv) When do the incentives go into effect?
Favourable training arrangements
14
(i)
Who is eligible for favourable training arrangements? Please give details:
(ii) What form do these training arrangements take (e.g., greater flexibility, etc.)? Please give
details:
Other (please specify):
Q26 If measures to boost recruitment are under discussion or proposals are in the process of being
introduced, please give a brief description of the content of these measures or proposals:
When are these measures to be implemented (if applicable)?
The contextual part of the data collection (national experts contributions) will contain an explanation
and analysis of the policy decisions pertaining to the introduction of measures to boost recruitment.
15

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KEY TOPICS

PHASE ONE QUESTIONNAIRE

EXISTENCE AND TYPE OF PLANNING POLICY

Eurydice European Unit

Avenue Louise 240

Existence and type of forward planning policy

Existence of a forward planning policy

If yes, please give details of the content of proposed policy:

Existence of a planning policy

Management and responsibilities of forward planning

Who is responsible for the forward planning policy in your country?

Objectives of forward planning

Time span covered by the planning policy

What is the time span of this forward planning policy?

Parameters taken into account for the planning policy

This forward planning is based on

Dissemination of and access to information on planning policy

The role of local authorities in the annual management of teacher supply

INDICATORS OF SHORTAGE AND SURPLUS

Regions covered (if applicable):

Teachers at all levels of education

Teachers at compulsory lower secondary level

RECRUITMENT PATTERNS AND TYPES OF CONTRACT IN CASE

Q15 Types of candidates

For candidates who do not possess teaching qualifications:

When are these measures to be implemented (if applicable)?

MEASURES TO BOOST RECRUITMENT

Recruitment campaigns, or in other words, awareness-raising activities aiming to increase interest in

discipline/specialisation or across all disciplines/specialisations), career changers, career returners,

Q22 What is the timing and periodicity of the campaign(s)?

If yes, do these initiatives concern all (one or more answers possible):

Please state the date on which the initiative(s) were introduced:

Q24 Who is responsible for implementing these initiatives?

Who is eligible for favourable training arrangements? Please give details:

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