Almost all countries of the world have categorized secondary school education as a prerequisite basic education. This has led to the allocation of huge budgets to meet the financial needs of this education. In some countries, a huge amount of the expenditure has been allocated to paying teachers and staff. The analysis below outlines the need for such budget allocation and the effects it has on the education system within a country.
Why do these countries spend more?
There are a lot of factors that lead to a high expenditure on staff salaries. For instance, Monaco spends 95.75% of the school’s budget on paying teachers and other staff. This is because of the level of qualification of their staff. Monaco’s teachers are highly qualified and such high qualification comes with a cost. The teachers and other staff in secondary schools in Monaco are compensated with large amounts in order to retain talented staff. Another factor is the caliber of Monaco in a tourist attraction. The city has become wealthy from its dependence on tourism, meaning it can allow for the allocation of large funds.
Colombia and Barbados
In Colombia, teachers are regarded as public workers. As such, they are entitled to high wages. The high spending on Barbados’ secondary school staff does not come as a surprise considering the level of credibility of the education system in the country. The literacy level in the country is around 100% - only beaten by the British education system. The government of Barbados also pays for the cost of tuition fees for primary, secondary, and tertiary education. All these investments in the education system require a high level of qualified personnel. To meet the demand, the government of Barbados has to spend more on the acquisition of this human resource and retaining them.
Dijibouti, Togo, and Malawi
In many African countries, the case is different than above. Many African countries find the cost of paying qualified staff unbearable due to the drain of socio-political problems that are happening within the countries. For instance, both Togo and Malawi experience a shortage of teachers. The government has been forced to use many of their resources in order to discourage the few available from quitting their jobs. Some countries such as Djibouti, Togo, and Malawi have unreliable electricity in many of their educational buildings.
In Ecuador, a different case is currently present. The small South American country has a high demand of skilled English teachers and considering its prospering economy, the school staffs are well paid.
It is evident therefore that the high demand for experienced teachers, lack of electricity, demand for English teachers, poor infrastructure, a high-cost of living, and considering secondary school teachers as public workers all contribute to the high spending on secondary school staff. A full table is available below.