@ARTICLE{26543118_185906021_2016, 
	author = {Gita Steiner-Khamsi}, 
	keywords = {, teachers, teacher salary systems, the teaching load (stavka), the weekly workload systemeducational reforms},
	title = {<p class="text">Teach or Perish: The Stavka System and its Impact on&nbsp;the Quality of Instruction&nbsp;</p>},
	journal = {Educational Studies Moscow},
	year = {2016},
	number = {2},
	pages = {14-39},
	url = {https://archive_vo.hse.ru/en/2016--2/185906021.html},
	publisher = {},
	abstract = {Steiner-Khamsi Gita -&nbsp;PhD Professor, Columbia University (New York, USA). Address: Columbia University,&nbsp;116th and Broadway, New York, N Y10027. E-mail: gs174@tc.columbia.eduThe post-Soviet teacher salary system is referred to as a "teaching load" (stavka)&nbsp;system, because the number of teaching hours accounts for the wide range&nbsp;of teachers&rsquo; income. This article discusses the challenges of the stavka system,&nbsp;presents a few changes and modifications over time, and provides examples&nbsp;of salary reforms of two countries: the 2007 teacher salary reform in Mongolia&nbsp;and the 2011 reform in K yrgyzstan. The UNICEF Kyrgyzstan study identifies&nbsp;six negative consequences of the high correlation between the salary and the&nbsp;number of hours taught: vulnerability of teachers, micromanagement of teachers,&nbsp;overcrowding of schools, vacancies as placeholders or "strategic vacancies",&nbsp;excessive teaching loads, the redistribution of teaching hours to non-specialists.&nbsp;The Government of Mongolia successfully replaced the teaching load&nbsp;system with a workload system in 2007. In Kyrgyzstan, the re-stratification process&nbsp;led to a revolt of those who lost in the wake of the reform. Within a period&nbsp;of two years only, they ensured that the stavka-system was, with a few exceptions,&nbsp;put back in place.&nbsp;},
	annote = {Steiner-Khamsi Gita -&nbsp;PhD Professor, Columbia University (New York, USA). Address: Columbia University,&nbsp;116th and Broadway, New York, N Y10027. E-mail: gs174@tc.columbia.eduThe post-Soviet teacher salary system is referred to as a "teaching load" (stavka)&nbsp;system, because the number of teaching hours accounts for the wide range&nbsp;of teachers&rsquo; income. This article discusses the challenges of the stavka system,&nbsp;presents a few changes and modifications over time, and provides examples&nbsp;of salary reforms of two countries: the 2007 teacher salary reform in Mongolia&nbsp;and the 2011 reform in K yrgyzstan. The UNICEF Kyrgyzstan study identifies&nbsp;six negative consequences of the high correlation between the salary and the&nbsp;number of hours taught: vulnerability of teachers, micromanagement of teachers,&nbsp;overcrowding of schools, vacancies as placeholders or "strategic vacancies",&nbsp;excessive teaching loads, the redistribution of teaching hours to non-specialists.&nbsp;The Government of Mongolia successfully replaced the teaching load&nbsp;system with a workload system in 2007. In Kyrgyzstan, the re-stratification process&nbsp;led to a revolt of those who lost in the wake of the reform. Within a period&nbsp;of two years only, they ensured that the stavka-system was, with a few exceptions,&nbsp;put back in place.&nbsp;}
}