ᱠᱟᱹᱢᱤ ᱴᱷᱟᱶ ᱨᱮᱭᱟᱜ ᱯᱷᱮᱢᱤᱱᱟᱭᱤᱡᱮᱥᱟᱱ
ᱠᱟᱹᱢᱤᱭᱟᱹ ᱡᱟᱭᱜᱟ ᱨᱮᱱᱟᱜ ᱠᱩᱲᱤ ᱦᱚᱯᱚᱱ ᱫᱚ ᱠᱩᱲᱤ ᱦᱚᱯᱚᱱ ᱠᱟᱱᱟ, ᱥᱮ ᱜᱟᱲ ᱟᱨ ᱠᱩᱲᱤ ᱦᱚᱯᱚᱱ ᱨᱮᱱᱟᱜ ᱟᱹᱭᱫᱟᱹᱨᱤ ᱨᱮ ᱵᱷᱮᱜᱟᱨ ᱟᱨ ᱠᱩᱲᱤ ᱦᱚᱯᱚᱱ ᱠᱚ ᱢᱤᱫ ᱜᱩᱴ ᱨᱮ ᱥᱮᱞᱮᱫ ᱟᱨ ᱵᱟᱝ ᱠᱟᱹᱢᱤ ᱨᱮ ᱢᱤᱫ ᱫᱷᱟᱣ ᱠᱚᱲᱟ ᱠᱚᱣᱟᱜ ᱟᱥᱚᱞ ᱴᱷᱟᱶ ᱛᱟᱦᱮᱸ ᱠᱟᱱᱟ, ᱡᱟᱦᱟᱸ ᱫᱚ ᱠᱟᱹᱢᱤᱭᱟᱹ ᱡᱟᱭᱜᱟ ᱥᱟᱶ ᱡᱩᱲᱟᱹᱭ ᱢᱮᱱᱟᱜᱼᱟ ᱾ ᱱᱚᱶᱟ ᱫᱚ ᱠᱟᱹᱢᱤ ᱨᱮ ᱜᱟᱲ ᱥᱟᱶ ᱡᱚᱲᱟᱣ ᱟᱠᱟᱱ ᱵᱷᱮᱜᱟᱨ ᱵᱷᱮᱜᱟᱨ ᱠᱟᱛᱷᱟ ᱠᱚ ᱵᱩᱡᱷᱟᱹᱣ ᱞᱟᱹᱜᱤᱫ ᱢᱤᱫ ᱥᱟᱶᱛᱟᱨᱤ ᱛᱷᱚᱠ ᱠᱟᱱᱟ ᱾
ᱮᱵᱽᱥᱴᱨᱟᱠ
ᱥᱟᱯᱲᱟᱣᱠᱟᱹᱢᱤ ᱴᱷᱟᱶᱨᱮ ᱛᱤᱨᱞᱟᱹ ᱵᱮᱱᱟᱣ ᱥᱟᱶᱛᱟᱨᱮ ᱠᱟᱹᱢᱤ ᱨᱮᱭᱟᱜ ᱵᱷᱮᱜᱟᱨ ᱫᱚ ᱚᱥᱟᱣᱱᱟᱣᱟᱱ ᱦᱩᱭ ᱞᱮᱱᱟ ᱾ [᱑]
- "᱑᱙᱙᱐ ᱥᱮᱨᱢᱟ ᱨᱮ ᱡᱤᱞᱟ. ᱨᱮᱭᱟᱜ ᱟᱹᱨᱤᱪᱟᱹᱞᱤ ᱨᱮ ᱵᱷᱮᱜᱟᱨ ᱨᱮᱭᱟᱜ ᱯᱚᱥᱴ-ᱥᱴᱨᱚᱠᱴᱨᱩᱠᱞᱤᱥᱴ ᱯᱨᱚᱠᱨᱤᱭᱟ ᱥᱟᱶ ᱡᱩᱲᱟᱹᱣ ᱠᱟᱛᱮᱜ, ᱢᱤᱫ ᱥᱟᱛᱟᱢᱟᱱ, ᱜᱷᱮᱨᱟᱣᱟᱱ, ᱟᱱᱩᱥᱩᱪᱤᱛ ᱟᱨ ᱱᱤᱡᱮᱨᱟᱜ ᱡᱟᱱᱟᱢ ᱨᱮᱭᱟᱜ ᱩᱭᱦᱟᱹᱨ ᱫᱚ ᱵᱟᱧᱪᱟᱣ ᱞᱮᱫᱟ. . . ᱡᱟᱦᱟᱸ ᱫᱚ ᱱᱤᱡᱮᱨᱟᱜ ᱜᱷᱚᱴᱚᱱ ᱟᱨ ᱯᱨᱚᱫᱮᱥ ᱨᱮᱭᱟᱜ ᱫᱟᱲᱮᱭᱟᱱ ᱛᱟᱦᱮᱸ ᱠᱟᱱᱟ, ᱢᱤᱫ ᱥᱟᱶᱛᱟ ᱛᱮᱭᱟᱨ ᱟᱠᱟᱱ ᱛᱷᱚᱠ ᱨᱮᱭᱟᱜ ᱥᱟᱨᱦᱟᱣ ᱛᱮ, ᱡᱟᱦᱟᱸ ᱫᱚ ᱥᱚᱝᱥᱚᱫᱽ ᱵᱟᱦᱨᱮ ᱛᱮ ᱞᱟᱹᱭ ᱟᱠᱟᱱ ᱛᱟᱦᱮᱸ ᱠᱟᱱᱟ᱾ ᱥᱟᱶᱛᱟᱨᱤ ᱛᱮ ᱵᱮᱱᱟᱣ ᱟᱠᱟᱱ ᱡᱤᱱᱤᱥ ᱞᱮᱠᱟᱛᱮ ᱜᱟᱲ ᱛᱟᱞᱟ ᱨᱮᱱᱟᱜ ᱢᱟᱲᱟᱝ ᱦᱟᱹᱴᱤᱧ, ᱡᱤᱱᱤᱥ ᱨᱮᱱᱟᱜ ᱡᱤᱣᱤ ᱟᱹᱨᱤᱪᱟᱹᱞᱤ ᱦᱟᱹᱴᱤᱧ ᱨᱮ ᱦᱤᱡᱩᱜ ᱠᱟᱱ ᱛᱟᱦᱮᱸᱫ, ᱚᱱᱟ ᱫᱚ ᱵᱟᱧᱪᱟᱣ ᱮᱱᱟ, ᱡᱟᱦᱟᱸᱭ ᱯᱨᱚᱥᱛᱟᱵᱽ ᱞᱟᱹᱜᱤᱫ ᱡᱟᱭᱜᱟ ᱵᱮᱱᱟᱣ ᱮᱱᱟ ᱡᱟᱦᱟᱸᱭ ᱮ ᱥᱚᱫᱚᱨ ᱠᱮᱫᱼᱟ ᱡᱮ ᱜᱟᱲ ᱟᱜ ᱥᱟᱥᱚᱱ ᱪᱮᱛᱟᱱ ᱨᱮ, ᱢᱤᱫᱴᱟᱹᱝ ᱥᱴᱮᱵᱞᱤᱠ ᱠᱚᱱᱴᱮᱱᱴ ᱨᱮ ᱯᱟᱥᱱᱟᱣ ᱠᱷᱚᱱ ᱟᱹᱰᱤ ᱥᱟᱺᱜᱤᱧ, ᱯᱨᱚᱫᱚᱭᱚᱜᱤᱠᱤ, ᱵᱷᱮᱡᱟᱨ ᱟᱨ ᱨᱩᱣᱟᱹᱲ ᱮᱱᱟ, ᱟᱹᱫᱤᱵᱟᱹᱥᱤ ᱱᱟᱜᱟᱢᱤᱭᱟᱹ ᱟᱨ ᱡᱟᱜᱟᱛᱤᱭᱟᱹᱨᱤ ᱛᱷᱚᱠ ᱨᱮ ᱮᱴᱟᱜ ᱥᱟᱶ ᱨᱩᱴᱤᱱᱟᱞ ᱤᱱᱴᱟᱨᱠᱮᱥᱚᱱ ᱠᱷᱚᱱ ᱢᱮᱱᱮᱛ ᱦᱟᱛᱟᱣ ᱮᱱᱟ" (ᱯᱤᱠ ᱒᱐᱐᱙) ᱾
ᱠᱩᱲᱤ ᱦᱚᱯᱚᱱ ᱡᱟᱦᱟᱱ ᱠᱟᱹᱢᱤ ᱦᱚᱨᱟ ᱨᱮ ᱥᱮᱞᱮᱫᱚᱜ ᱠᱟᱱᱟ ᱟᱨ ᱠᱟᱹᱢᱤᱭᱟᱹ ᱜᱟᱫᱮᱞ ᱨᱮ ᱠᱩᱲᱤ ᱦᱚᱯᱚᱱ ᱮ ᱵᱮᱱᱟᱣ ᱮᱫᱟ, ᱡᱟᱦᱟᱸ ᱫᱚ ᱢᱤᱫ ᱫᱷᱟᱣ ᱠᱚᱲᱟ ᱠᱚ ᱦᱚᱛᱮᱛᱮ ᱞᱟᱹᱠᱛᱤᱭᱟᱱ ᱛᱟᱦᱮᱸ ᱠᱟᱱᱟ ᱾ ᱱᱤᱡᱮᱨᱟᱜ ᱠᱟᱹᱢᱤᱭᱟᱜ ᱵᱮᱨᱮᱫ ᱠᱷᱚᱱ, ᱠᱟᱹᱢᱤᱭᱟᱜ ᱵᱮᱯᱟᱨ ᱨᱮ ᱥᱮᱞᱮᱫᱚᱜ, ᱥᱟᱬᱮᱥ ᱟᱨ ᱤᱱᱡᱤᱱᱤᱭᱟᱨᱤᱝ ᱨᱮᱱᱟᱜ ᱡᱟᱭᱜᱟ ᱨᱮ ᱪᱟᱞᱟᱜ, ᱟᱨ ᱠᱷᱮᱞᱚᱸᱰ ᱡᱟᱭᱜᱟ ᱨᱮ ᱥᱮᱞᱮᱫᱚᱜ, ᱥᱟᱶᱛᱟ ᱨᱮ ᱠᱩᱲᱤ ᱠᱚᱣᱟᱜ ᱫᱟᱲᱮ ᱟᱨ ᱟᱹᱭᱫᱟᱹᱨᱤ ᱟᱹᱰᱤ ᱱᱟᱯᱟᱭ ᱛᱮ ᱵᱚᱫᱚᱞ ᱟᱠᱟᱱᱟ ᱾
ᱛᱤᱨᱞᱟᱹ ᱠᱚᱣᱟᱜ ᱛᱷᱚᱠ ᱠᱳ
ᱥᱟᱯᱲᱟᱣᱨᱩᱠᱷᱟᱹᱭᱟᱹ
ᱥᱟᱯᱲᱟᱣᱛᱤᱨᱞᱟᱹ ᱠᱚᱣᱟᱜ ᱡᱤᱭᱚᱱ ᱫᱚᱦᱚ ᱫᱚ ᱢᱤᱫᱴᱟᱝ ᱥᱟᱵᱟᱫ ᱡᱟᱦᱟᱸ ᱫᱚ ᱛᱤᱨᱞᱟᱹ ᱠᱚ ᱢᱤᱫᱴᱟᱝ ᱥᱟᱶᱛᱟ ᱟᱹᱨᱤ ᱦᱟᱞᱚᱛ ᱵᱚᱨᱱᱚᱱ ᱞᱟᱹᱜᱤᱫ ᱠᱚ ᱵᱮᱣᱦᱟᱨᱼᱟ ᱡᱟᱦᱟ ᱨᱮ ᱛᱤᱨᱞᱟᱹ ᱠᱚ ᱟᱡ ᱟᱨ ᱩᱱᱠᱩᱣᱟᱜ ᱜᱷᱟᱨᱚᱸᱡᱽ ᱨᱮ ᱛᱟᱦᱮᱸᱱ ᱞᱟᱹᱜᱤᱫ ᱵᱮᱼᱢᱟᱱᱩ ᱦᱟᱞᱚᱛ ᱨᱮ ᱠᱚ ᱵᱚᱲᱦᱮ ᱞᱮᱱᱟ ᱾
ᱠᱷᱮᱞᱚᱸᱰ ᱾
ᱥᱟᱯᱲᱟᱣᱭᱩᱱᱟᱭᱴᱮᱰ ᱥᱴᱮᱴᱥ ᱨᱮ, ᱠᱩᱲᱤ ᱠᱚ ᱫᱚ ᱠᱷᱮᱞᱚᱸᱰ ᱨᱮ ᱥᱮᱞᱮᱫᱚᱜ ᱞᱟᱹᱜᱤᱫ ᱛᱮ 'ᱵᱟᱹᱲᱤᱡ ᱛᱮᱭᱟᱨ' ᱞᱮᱠᱟᱛᱮ ᱠᱚ ᱧᱮᱞᱚᱜ-ᱟ, ᱟᱨ ᱱᱩᱠᱩᱣᱟᱜ ᱥᱮᱞᱮᱫ ᱫᱚ ᱵᱟᱝ ᱠᱩᱲᱤ ᱞᱮᱠᱟᱛᱮ ᱟᱨ ᱵᱟᱝ ᱞᱟᱹᱠᱛᱤᱭᱟᱱ ᱞᱮᱠᱟᱛᱮ ᱠᱚ ᱧᱮᱞᱚᱜ-ᱟ ᱾[᱒]
ᱥᱮᱪᱮᱫ ᱥᱮᱠᱴᱟᱨ
ᱥᱟᱯᱲᱟᱣᱛᱤᱨᱞᱟᱹ ᱠᱚᱫᱚ ᱥᱮᱪᱮᱫ ᱯᱮᱥᱟᱫᱟᱨ ᱠᱚᱣᱟᱜ ᱢᱤᱫ ᱟᱹᱰᱤ ᱰᱷᱮᱨ ᱦᱤᱸᱥ ᱠᱚ ᱩᱫᱩᱜ ᱥᱚᱫᱚᱨᱼᱟ, ᱵᱤᱥᱮᱥᱠᱟᱭᱛᱮ ᱜᱤᱫᱽᱨᱟᱹ ᱟᱨ ᱮᱛᱚᱦᱚᱵ ᱥᱮᱪᱮᱫ ᱨᱮ ᱾ ᱥᱮᱪᱮᱫ ᱛᱷᱚᱱᱚᱛ [᱓] ᱡᱚᱛᱚ ᱞᱮᱠᱟᱱ ᱮᱱᱮᱢ ᱜᱮ ᱡᱟᱹᱥᱛᱤ ᱛᱤᱨᱞᱟᱹ ᱵᱟᱝ ᱠᱟᱱᱟ, 2014 ᱥᱟᱹᱦᱤᱛ ᱨᱮ ᱳᱭᱤᱥᱤᱰᱤ ᱨᱮ ᱛᱮᱥᱟᱨᱟᱱ ᱥᱮᱪᱮᱫᱤᱭᱟᱹ ᱠᱚ ᱢᱩᱫᱨᱮ 43% ᱛᱤᱨᱞᱟᱹ ᱾
᱒᱐᱑᱔ ᱥᱮᱨᱢᱟ ᱨᱮ OECD ᱫᱤᱥᱚᱢ ᱨᱮᱱ ᱖᱘% ᱢᱟᱪᱮᱛ ᱠᱩᱲᱤ ᱠᱚ ᱛᱟᱦᱮᱸ ᱠᱟᱱᱟ᱾ ᱯᱨᱟᱭᱢᱮᱨᱤ ᱥᱮᱪᱮᱫ ᱨᱮ ᱙᱗%, ᱯᱨᱟᱭᱢᱮᱨᱤ ᱥᱮᱪᱮᱫ ᱨᱮ ᱘᱒%, ᱥᱮᱠᱮᱱᱰᱟᱨᱤ ᱥᱮᱪᱮᱫ ᱨᱮ ᱖᱓% ᱢᱟᱪᱮᱛ ᱠᱩᱲᱤ ᱠᱟᱱᱟ ᱠᱚ᱾ ᱯᱨᱟᱭᱢᱟᱨᱤ ᱟᱥᱲᱟ ᱨᱮ, ᱥᱟᱣᱫᱤ ᱟᱨᱚᱵᱽ ᱟᱨ ᱛᱩᱨᱠᱤ ᱵᱮᱜᱚᱨ ᱮᱠᱮᱥᱰᱤ ᱫᱤᱥᱚᱢ ᱠᱚᱨᱮ ᱠᱩᱲᱤ ᱟᱥᱲᱟ ᱢᱟᱪᱮᱛ ᱠᱚᱣᱟᱜ ᱞᱮᱠᱷᱟ ᱫᱚ ᱖᱐% ᱠᱷᱚᱱ ᱰᱮᱦᱮᱨ ᱜᱮᱭᱟ ᱾[᱓]
᱑᱙᱘᱘ ᱠᱷᱚᱱ ᱒᱐᱑᱒ ᱫᱷᱟᱹᱵᱤᱡ, ᱟᱢᱮᱨᱤᱠᱟ ᱨᱮ ᱠᱟᱹᱢᱤᱭᱟᱹ ᱦᱚᱲ ᱠᱚᱣᱟᱜ ᱞᱮᱠᱷᱟ ᱫᱚ ᱖᱗ ᱢᱤᱞᱤᱭᱚᱱ ᱛᱟᱦᱮᱸ ᱠᱟᱱᱟ ᱾ ᱚᱱᱟ ᱒᱔ ᱥᱮᱨᱢᱟ ᱨᱮ ᱠᱮ-᱑᱒ ᱥᱮᱪᱮᱫ ᱨᱮ ᱠᱩᱲᱤ ᱥᱮᱪᱮᱫ ᱨᱮ ᱕᱖% ᱡᱟᱹᱥᱛᱤ ᱛᱟᱦᱮᱸ ᱠᱟᱱᱟ ᱾[᱔]
ᱱᱚᱱᱰᱮ ᱦᱚᱸ ᱧᱮᱞᱢᱮ
ᱥᱟᱯᱲᱟᱣ- ᱛᱤᱨᱞᱟᱹ ᱵᱮᱱᱟᱣ (ᱥᱳᱥᱤᱭᱟᱞᱚᱡᱤ)
- ᱠᱟᱹᱢᱤᱭᱟᱹ ᱠᱚᱣᱟᱜ ᱛᱤᱨᱞᱟᱹ ᱠᱚ ᱾
ᱱᱳᱴᱠᱚ
ᱥᱟᱯᱲᱟᱣ- ↑ Peake 2009
- ↑ Hanson (2007)
- ↑ ᱓.᱐ ᱓.᱑ "Education Indicators in Focus" (in ᱟᱝᱜᱽᱨᱮᱡᱤ). 2022. doi:10.1787/22267077. Retrieved 2023-03-11.
{{cite journal}}: Cite journal requires|journal=(help) ᱛᱩᱢᱟᱹᱞ ᱦᱩᱲᱟᱹᱜ:Invalid<ref>tag; name ":7" defined multiple times with different content - ↑ Ingersoll, R; Merrill, L; Stuckey, D (April 2014). "Seven Trends: The Transformation of the Teaching Force" (PDF). Consortium for Policy Research in Education.