{"id":6637,"date":"2018-05-30T12:37:32","date_gmt":"2018-05-30T10:37:32","guid":{"rendered":"http:\/\/bildungswissenschaft.at\/index.php\/2018\/05\/30\/vietnam\/6637\/valued-in-society\/"},"modified":"2018-05-30T12:37:32","modified_gmt":"2018-05-30T10:37:32","slug":"valued-in-society","status":"publish","type":"post","link":"https:\/\/bildungswissenschaft.at\/index.php\/2018\/05\/30\/vietnam\/6637\/valued-in-society\/","title":{"rendered":"Valued in society &#8230;"},"content":{"rendered":"<p><span style=\"font-family: verdana, geneva; font-size: 10pt;\">\u201eOn average across the OECD countries and economies that participate in TALIS, only 26&nbsp;% of teachers &#8218;agree&#8216; or &#8217;strongly agree&#8216; that their profession is valued in society. [\u2026] The systems where a majority of teachers (at least 50&nbsp;%) consider that the teaching profession is valued in society are Viet Nam (92&nbsp;%), Singapore (72&nbsp;%), the United Arab Emirates (72&nbsp;%), Korea (67&nbsp;%), Kazakhstan (63&nbsp;%), Alberta (Canada) (63&nbsp;%), South Africa (61&nbsp;%), Shanghai (China) (60&nbsp;%), Finland (58&nbsp;%) and Saudi Arabia (52&nbsp;%).\u201c<br \/>OECD (Hrsg.), TALIS 2018 Results. Volume&nbsp;II (2020), S.&nbsp;77.<br \/>In \u00d6sterreich sind es nur 16&nbsp;%. (Quelle: OECD (Hrsg.), TALIS 2018 Results. Volume&nbsp;II (2020), Table&nbsp;II.2.1.)<\/p>\n<p><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u201eOn average across the OECD countries and economies that participate in TALIS, only 26&nbsp;% of teachers &#8218;agree&#8216; or &#8217;strongly agree&#8216;<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[86],"tags":[],"class_list":["post-6637","post","type-post","status-publish","format-standard","hentry","category-vietnam"],"_links":{"self":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/6637","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/comments?post=6637"}],"version-history":[{"count":0,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/6637\/revisions"}],"wp:attachment":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/media?parent=6637"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/categories?post=6637"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/tags?post=6637"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}