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Academic literature on the topic 'Pensions (Teachers')'

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Published: 27 July 2024
Last updated: 28 July 2024

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Journal articles on the topic "Pensions (Teachers')"

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YUDINA, EKATERINA. "ACTIVITIES OF NON-STATE PENSION FUNDS IN THE FIELD OF EARLY NON-STATE PENSION PROVISION." Economic problems and legal practice 16, no. 5 (October 20, 2020): 248–52. http://dx.doi.org/10.33693/2541-8025-2020-16-5-248-252.

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The system of early retirement pensions was inherited from the USSR and every third Russian pensioner receives a preferential pension. It is assigned to metallurgists, oil workers, coal miners, ballerinas, trolleybus drivers, teachers - the lists of early retired pensioners are huge. The conduction of pension reform involved seeking resources within the system itself. To solve the problem of financing preferential pensions, a system of early non-state pension provision was created, implemented through non-state pension funds. However, the existing legislative regulation does not stimulate employers of hazardous and dangerous industries to create corporate pension programs due to the fact that they will not exempt employers from paying additional insurance premiums in favor of employees on preferential lists. As a result, there are no employers in the country who will not only pay wages on time, transfer insurance premiums in a timely manner, but for this category in an increased amount, but will also form additional contributions for the same employees under the early non-state pension system. The non-state pension paid in the frame of this system does not replace the early insurance old-age pension, that is, it does not entail a decrease in federal budget costs. The purpose of this study is to consider the main legal acts and the process of development of legislation on early non-state pension provision. The result of the study is practical proposals for improving the legal framework of the early retirement pension system.
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FRIEDBERG, LEORA. "Labor market aspects of state and local retirement plans: a review of evidence and a blueprint for future research." Journal of Pension Economics and Finance 10, no. 2 (April 2011): 337–61. http://dx.doi.org/10.1017/s1474747211000072.

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AbstractTraditional defined benefit (DB) pension plans remain the overwhelming norm for teachers, policemen and other employees of state and local governments. The incentives for workers with DB pension plans to stay in their jobs shift dramatically over the course of their careers. Moreover, limited transferability of pension wealth across states and between public and private jobs impedes mobility in the labor market. Yet, little is known about the labor market effects of pensions on state and local government workers. The literature on private-employer pensions has made contributions on some of these fronts in recent years that can shed light on policy concerns raised by the possibility that pension plans will be modified in coming years. Moreover, some of the limitations constraining research on pensions may be overcome by focusing on government workers, with recent work on public school teachers pointing the way. Very recent studies are finding strong retirement responses to age- and tenure-related incentives built into state pension plans.
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Hansen, Janet S. "An Introduction to Teacher Retirement Benefits." Education Finance and Policy 5, no. 4 (October 2010): 402–37. http://dx.doi.org/10.1162/edfp_a_00012.

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Like most other state and local government employees, teachers participate primarily in defined benefit pension plans whose benefits are largely based on final average salaries and length of service. Such pensions have been replaced in many private sector firms by defined contribution pensions. A number of questions have arisen about the feasibility and desirability of continuing to rely on defined benefit pensions for teachers. This article provides a brief history of teacher pensions and an overview of teacher retirement benefits today, including differences in the legal and economic context for public and private sector pensions that are important considerations in plan design. It then introduces issues related to financial sustainability, teacher mobility, and teacher shortages. The article concludes with an overview of key differences between traditional defined benefit and defined contribution plans and raises the possibility of adopting a “hybrid” kind of plan that includes features from both kinds of traditional plans.
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Jo, Young-Woo, and KeeWhan Kim. "A Study on Constructing Age-Specific Mortality Data for the Four Public Pensions." Korean Data Analysis Society 26, no. 3 (June 30, 2024): 807–18. http://dx.doi.org/10.37727/jkdas.2024.26.3.807.

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In this study, we aimed to address the issue of not reflecting the characteristics of each public pension system by constructing data on mortality rates by age group for the four public pensions, which had not been established before. To do this, we utilized NHID from National Health Insurance Service and estimated values from statistical yearbooks of the four public pension agencies, along with data obtained through information disclosure requests. Successfully, we constructed mortality rate data by age group. During the data construction process, issues such as data integration and correction arose, which were addressed using statistical methods. Using the constructed data, we compared the life tables of five groups: subscribers and recipients of the four major public pensions, and non-subscribers, for the years 2011 to 2018, and compared life expectancies. The comparison results showed that overall, the order of average life expectancy was non-participants ≤ National Pension ≤ Government employee Pension ≤ Military Pension ≤ Teachers Pension participants and recipients, with significant differences observed. This study is the first in Korea to construct mortality rate data by age group for the four public pensions, which could serve as a foundational dataset for new fiscal projections of public pensions, contributing to addressing issues related to public pension reform.
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Mihaly, Kata, and Michael Podgursky. "Teacher Pensions: An Overview." Educational Researcher 52, no. 2 (February 17, 2023): 57–62. http://dx.doi.org/10.3102/0013189x221108197.

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This article provides an overview for the special issue and a framework for thinking about the included papers. We begin by explaining why teacher pensions is a topic that should be of interest to the broader education research community and not just specialists in school finance or teacher compensation. Pension costs now account for 11% of K–12 operating expenditures—a share that has been steadily rising. The question for the education research community is whether these expenditures represent the best way to recruit, retain, and motivate high-quality teachers. We briefly review the current pension landscape with an explanation of how these plans work, trends in costs and expenditures, and changes that have been discussed or implemented. We then provide a brief literature review. Finally, we discuss how the articles in this special issue contribute to the literature on such topics as the influence of teacher pension policies on school staffing and workforce quality, teacher preferences for retirement plans, and the sustainability of plans.
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Costrell, Robert M. "The Three R’s of Teacher Pension Funding: Redistribution, Return, and Risk." Educational Researcher 52, no. 2 (February 17, 2023): 91–97. http://dx.doi.org/10.3102/0013189x211027534.

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How are teacher pension benefits funded? Under traditional plans, the full cost of career teachers’ benefits far exceeds the contributions designated for them. The gap between the two has three pieces, which may (with some license) be mnemonically tagged the three R’s of pension funding: redistribution, return, and risk. First, some contributions made for the benefits of short-term teachers are redistributed to fund the benefits of career teachers. Second, pension plans assume rosy returns on their investments, which push costs onto future teachers and taxpayers. Finally, the risk inherent in providing guaranteed pensions carries other costs, tangible and intangible, notably including the nontrivial risk of insolvency, which would dramatically raise mandated contributions and endanger future teacher benefits. I quantify these three components of the gap between benefits and contributions using the same metric as annual contributions. Illustrating with the California plan, I find the full cost of a career teacher’s annual accumulation of benefits can be as high as 46.6% of earnings, nearly triple the corresponding contributions of 17.5%. To understand this gap, which fiscally affects all areas of education policy, researchers and practitioners may find it helpful to think of the three R’s of pension funding: redistribution, return, and risk.
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Winters, Marcus A. "For teachers, a better kind of pension plan." Phi Delta Kappan 99, no. 2 (September 25, 2017): 32–36. http://dx.doi.org/10.1177/0031721717734187.

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Public school teachers deserve a compensation system that puts them on a secure path toward retirement. The severely backloaded structure of today’s public school teacher pension systems benefit only a small proportion of entering teachers while putting the rest on an insecure retirement path. But there is a cost-neutral solution to this problem that would benefit most teachers entering public school classrooms today without removing any of the protections from the stock market with which teachers have become accustomed. Teacher pensions could be restructured so that teachers earn retirement wealth in relatively equal intervals throughout their careers. The author calls these Smooth Accrual Defined Benefit plans.
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Friedberg, Leora, and Sarah Turner. "Labor Market Effects of Pensions and Implications for Teachers." Education Finance and Policy 5, no. 4 (October 2010): 463–91. http://dx.doi.org/10.1162/edfp_a_00011.

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While the retirement security landscape has changed drastically for most workers over the last twenty years, traditional defined benefit (DB) pension plans remain the overwhelming norm for K–12 teachers. Because DB plans pay off fully with a fixed income after retirement only if a teacher stays in the profession for decades and yield little or nothing if a teacher leaves early, DB plans induce a strong, nonlinear relationship between years of tenure and benefit accrual. One implication is that as many current teachers approach eligibility for full pensions, there are strong incentives for retirement and associated consequences in the teacher labor market. In this article, we assess the key features of DB plans, discuss the general incentive effects, and consider the application to the particular case of teachers. This work highlights the importance of assessing the characteristics of teachers who respond most to the retirement timing incentives.
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DeArmond, Michael, and Dan Goldhaber. "Scrambling the Nest Egg: How Well Do Teachers Understand Their Pensions, and What Do They Think about Alternative Pension Structures?" Education Finance and Policy 5, no. 4 (October 2010): 558–86. http://dx.doi.org/10.1162/edfp_a_00010.

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In this article we focus on two questions: How well do teachers understand their current pension plans, and what do they think about alternative plan structures? The data come from administrative records and a 2006 survey of teachers in Washington State. The results suggest that Washington's teachers are fairly knowledgeable about their pensions, although new entrants and mid-career teachers appear to be less knowledgeable than veterans. As for teachers' preferences for plan structure, the survey suggests that when it comes to investing additional retirement savings, a plurality of teachers favor defined contribution plans that offer more portability and choice but also more risk than traditional defined benefit plans. Again, perhaps unsurprisingly, the findings suggest that, all else equal, teachers newer to the profession are more likely than veterans to favor a defined contribution structure.
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Furgeson, Joshua, Robert P. Strauss, and William B. Vogt. "The Effects of Defined Benefit Pension Incentives and Working Conditions on Teacher Retirement Decisions." Education Finance and Policy 1, no. 3 (July 2006): 316–48. http://dx.doi.org/10.1162/edfp.2006.1.3.316.

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The retirement behavior of Pennsylvania public school teachers in 1997–98 and 1998–99, a period when state early retirement incentives were temporarily increased, is modeled using a choice framework that emphasizes both pecuniary and nonpecuniary factors of the retirement decision under a defined benefit retirement plan. We find each to have large and statistically significant effects on the decision to retire. The present value of inflation-adjusted pension benefits of a public defined benefit plan is found to be an important and sizable determinant of retirement. A $1,000 (or .4 percent) increase in the real present value of pension benefits is estimated to increase the probability of retirement for female teachers by .02 to .08 percentage points; this implies an elasticity of retirement for female teachers with respect to the present value of real pensions of between 2.0 to 3.5. These estimated defined benefit pension elasticities for female teachers are higher than for male teachers, whose comparable retirement elasticity was 1.9 to 2.5. A $1,000 increase in current salary is found to reduce themean probability of retirement by .1 percentage points, implying an elasticity of −1.4. Thus, substantial salary increases systematically reduce the probability of older teachers retiring.
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Dissertations / Theses on the topic "Pensions (Teachers')"

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Martin, Douglas DeWayne. "Faculty early retirement incentive programs in selected Virginia universities." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/37893.

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The primary purpose of this study was to ascertain institutional and individual responses to legislated changes in faculty retirement policies. This study focused on the impact and influence of early retirement incentive programs on faculty retirement behavior in selected Commonwealth of Virginia Universities. Fundamental changes in federal and state statutes directly affected the staffing and retirement patterns of tenured faculty in higher education. Some changes in the retirement process purported to save institutional dollars while other changes broached broader philosophical issues regarding the role of older workers and retirees in an aging society; the issue of productivity of younger and older workers; the compatibility of the tenure system with the elimination of mandatory retirement; and related issues pertaining to the faculty supply/demand equilibrium. This study described the legal and organizational domains of the faculty retirement process in the Commonwealth of Virginia and identified pertinent federal and state statutes applicable to the early retirement process. Selected state and university officials provided insight into their processes for adapting retirement legislation to institutional goals, needs, agenda, and expectations. Faculty staffing patterns and retirement trends were analyzed in detail for one of the participating institutions and analyses of institutional and personal variables relative to the faculty retirement process were provided. The results of the research confirmed that the State-authorized faculty Early Retirement Incentive Program served its purpose in selected instances. Similarly, the Governor’s one-time early retirement window successfully encouraged attrition from the faculty ranks. Consistent with other findings, the federal legislation raising the mandatory retirement age had little affect on faculty retirement behavior; however, the need for state legislative action applicable to the retirement process to be consistent and compatible was evident.
Ed. D.
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Harris, Allatia Ann. "The role exit process of community college faculty : a study of faculty retirements." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3037020.

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Schlueter, Donald Elmer. "A case study of the retirement portability for Missouri educators identifying and assessing the driving and restraining forces for policy change." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/6006.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 16, 2007) Vita. Includes bibliographical references.
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Henry, Daniella. "Pension Effect on Out-of-State Teacher Turnover in North Carolina." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1325.

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This paper examines the impact on pension generosity on teacher turnover in North Carolina Public School teachers. It specifically focuses on the impacts of vesting, employer contribution, and pension generosity for out-of-state teachers in their first five years of teaching. High rates of teacher turnovers, especially teachers in their early career, have been shown to negatively impact North Carolina students. As states search for solutions to decrease turnover and recruit more qualified teachers, the effects of pension programs on teacher turnover has yet to be thoroughly examined. This paper found that there was a slight negative correlation between teacher turnover and the generosity of pension programs.
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Carenholm, Sofia. "Att vara 50+ på arbetet : Äldre lärare om utveckling, åldrande och pension." Thesis, Mälardalen University, Department of Social Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-353.

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Äldre yrkesverksamma är en ökande grupp på arbetsmarknaden. Det är inte ovanligt att stereotypa uppfattningar kring denna grupp resulterar i åldersdiskriminering. Det är även känt att människor förändras, både till det bättre och sämre, genom åren och att detta påverkar individens yrkesutövande. Sex grundskolelärare intervjuades med syftet att beskriva och förstå hur de ser på åldrandet, pensionen, hur de upplever att de utvecklats under åren samt hur de upplever att omgivningen ser på dem. Erfarenheter ansågs vara det mest positiva med att vara äldre medan distansen till eleverna var det negativa. Åldrandet ansågs medföra fysiska försämringar, men samtidigt upplevdes bättre människokännedom och ökad säkerhet i rollen som lärare. Pensionen lockade för vissa men arbetet upplevdes vara en viktig trygghet i livet.

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Poškevičiūtė, Lina. "Pedagogų pensininkų socialinių-psichologinių problemų įvertinimas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100617_123315-29423.

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Pagrindinės išėjimo į pensiją priežastys sutampa su literatūros duomenimis- pensinis amžius. Tyrimu nenustatyta jokių ryškių socialinių pokyčių. Psichologiniai pokyčiai susiję su amžiumi labiau, nei su socialine padėtimi. Daugiausia bendraujama su artimiausiais žmonėmis – vaikais. Daug laiko skiriama sau ir buičiai. Įvairūs negatyvūs psichologiniai požymiai, dažnai siejasi su gerais socialiniais pokyčiais. Hipotezė pasitvirtino – tyrimu gauti rezultatai panašūs į literatūroje aprašytus pensininkų tyrimo rezultatus.
The main reasons for retirement coincides with the literature -the retirement age. The investigation did not reveal any significant social change. Psychological changes associated with age, more so than with social status. Most communication with the closest human beings - children, although they, together with the desert. Much time is spent on herself and household. Other negative psychological symptoms, often associated with good social change. The hypothesis was confirmed - test results similar to those described in the literature of pensioners results.
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Chen, Hsiang-Hsi, and 陳祥熙. "A study on the Reform Policy of Teachers' Pension among HsinChu teacher groups." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/59pc7k.

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碩士
國立清華大學
教育行政碩士在職專班
106
This research is about the reform policy of teachers’ pension among HsinChu teacher groups. There are two most influential HsinChu teacher groups, one is “ HsinChu Federation of Teachers unions” and another is “HsinChu Education industry Union.” The new pension reform policy implementation on July, 2018. Two kinds of research methods are used in this research, one is qualitative research and anoher is Document analysis. Researcher invited both 4 members of these two teacher groups, including chairman and hoped to understand their opions and suggestions of the reform policy of teachers’ pension. Several months later, reasearcher record these two groups’ members’ opions and get the conclusion: First, both of the major Hsinchu teacher groups have roughly the same opions on reform policy of teachers’ pension, except the attitude to fund development. Second, members of the teacher groups are affected by the pension reform, and even the morale of the work. Third, under the pension reform, the teacher groups believe that it directly affects the planning of the retirement career. Fourth, teacher groups are inclined to request the interpretation of the relevant laws after the implementation of the policy. Fifth, teacher groups suggest that teachers should pay attation to study the content of the bill and understand their rights and interests in order to respond. Sixth, teacher groups will continue to strive for more teacher-related benefits so that teachers can keep their mind on the teaching profession. Finally, based on the results of the study, researcher give specific recommendations to the ruling authorities, teachers' groups, school teachers and future researchers for future reference to future pension issues and related research.
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黃其亮. "A Study on the Relationship among Teachers\' Organization Commitment, Teachers\' Job Satisfaction and Teacher\' Job Performance after Pension Reform in Public Senior High Schools." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/pdjn8h.

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博士
國立彰化師範大學
工業教育與技術學系
107
Abstract This study was designed to investigate the relationship among teachers' organization commitment, teachers' job satisfaction and teachers' job performance in public senior high schools after pension reform. This study adopts methods of document analysis and questionnaire survey based on the results of literature analysis. Randomly selected sample from the public senior high school teachers among 48 senior high schools in Taiwan for 2018 academic year were invited for the questionnaire survey. A total of 1,200 questionnaires were distributed, and 1,011 valid questionnaires were retrieved with the effective response rate at 84.25%. After collecting questionnaires and compiling data, we used SPSS and AMOS for frequency distribution, percentage, mean, standard deviation, t-test, one-way ANOVA, Pearson product-moment correlation, Multiple Regression and Structural Equation Modeling. The major findings of the study were as follows: 1. Male teachers had significant higher awareness of job satisfaction than female teachers. 2. Young teachers were significantly more aware of organizational commitment, job satisfaction and job performance than senior teachers. 3. Junior teachers were significantly more aware of organizational commitment, job satisfaction and job performance than primary, expert and consultant teachers. 4. The teacher adjunct director and the teacher adjunct team leader were significantly more aware of organizational commitment, job satisfaction and job performance than ordinary teachers. 5. Teachers with the highest academic qualifications for general universities, teachers' colleges, or graduates of educational universities and master's degrees were significantly more aware of organizational commitment, job satisfaction, and job performance than doctoral teachers. 6. Teachers who had not participated in teacher professional development (evaluation) support system teachers had significantly higher awareness of organizational commitment, job satisfaction and job performance than teachers who had participated in the teacher professional development (assessment) support system. 7. Teachers in small and medium schools had significantly higher organizational commitment, job satisfaction and job performance than teachers in large schools. 8. Comprehensive high school teachers are significantly more aware of organizational commitment and job performance than ordinary high school teachers. 9. Teachers' organization commitment, teachers' job satisfaction and teachers' job performance in public senior high schools after pension reform had significant positive correlation 10. Teachers' organization commitment, teachers' job satisfaction and teachers' job performance in public senior high schools after pension reform had significant predictive power. According to the above conclusions, some suggestions to educational authorities, and future research are provided.
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CHEN, QIAN-MIN, and 陳虔民. "The Effect of Teacher Pension Reform on Stay Intention." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/cjrrug.

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碩士
開南大學
商學院碩士在職專班
107
The goals of the new government pension reform for military and teachers are continuous development, comprehensive pension finance, insurance for elderly life, work life balance and help between generations. Even though the government means well in the pension reform, it not only created friction between professional groups but also impacted work attitude and stay intention of military and teachers greatly. Focusing on pension reform, this study will explore the effect of organizational fairness on teacher stay intention. Using author’s teacher colleagues as samples, we successfully gathered 95 valid questionnaires. Through literature review and empirical analysis, we conclude that: 1.Organizational fairness and stay intention parameters all meet reliability criteria. 2.There is positive correlation between organizational fairness and stay intention. 3.Organizational fairness has no significant effect on stay intention. 4.Gender has significant discrepancies on views regarding organizational fairness and stay intention. 5.Age has no significant discrepancies on views regarding organizational fairness and stay intention. 6.Educational level has no significant discrepancies on views regarding organizational fairness and stay intention. 7.Year serviced has no significant discrepancies on views regarding organizational fairness and stay intention. 8.Position has no significant discrepancies on views regarding organizational fairness and stay intention. 9.Marital status has no significant discrepancies on views regarding organizational fairness and stay intention. 10.Family number has no significant discrepancies on views regarding organizational fairness and stay intention.
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HSU, CHUN-HSIA, and 許純夏. "A Reserch on Teachers’ Perceived Fairness of Pension Reform and Job Satisfaction." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/fr22pa.

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碩士
康寧大學
企業管理研究所
107
This study aims to investigate teachers’ perceived fairness of pension reform and job satisfaction, to explore the differences and relationship between perceived fairness of pension reform and job satisfaction among teachers with different backgrounds, and to probe into the influence of perceived fairness on job satisfaction. A questionnaire survey was conducted in this study. The subjects were elementary & junior high school teschers in Yunlin County. Totally 400 questionnaire copies were delivered, and 387 valid ones were returned. The response rate was 96.75%. Descriptive statistics, independent t-test, one-way ANOVA, Pearson product-moment correlation and stepwise multiple regression analysis were used to analyze the data. The findings are as follows: 1. Teachers’ perceived fairness of pension reform show a strong tendency towards “Disagreeableness.” Teachers have highest satisfaction on “inner job satisfaction.” 2. Significant differences exist in the perceived fairness of pension reform among elementary & junior high school teachers with different backgrounds. 3. No significant differences exist in the job satisfaction among school teachers with different backgrounds. 4. There’s a significant positive correlation between teachers’ perceived fairness of pension reform and job satisfaction. 5. The distribution of fairness could predict the job satisfaction of school teachers most.
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Books on the topic "Pensions (Teachers')"

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Federation, Ontario Teachers'. Submission of the Ontario Teachers' Federation to the Government of Ontario concerning the Ontario Investment Fund. [Toronto]: The Federation, 1992.

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Federation, Ontario Teachers', ed. Teachers' superannuation and financial security in retirement. [Toronto, Ont: OTF, 1985.

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Massachusetts. Department of the State Auditor. Proposed $31 million assessment for teachers pensions: Memorandum. Boston, Mass: Commonwealth of Massachusetts, Auditor of the Commonwealth, Division of Local Mandates, 1991.

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NASUWT. Report to conference: Teachers' pensions : a bleak future. Birmingham: NASUWT, 1999.

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Liebig, Phoebe. A basic guide to state teachers' retirement systems. Washington, DC: National Retired Teachers Association, American Association of Retired Persons, 1986.

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System, New York State Teachers' Retirement. The chief school administrator and the New York State Teachers' Retirement System. Albany, N.Y: The System, 1995.

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NEA Retirement and Benefits Forum (1990, Oct. 18-21 Clearwater Beach, Fla.). NEA retirement and benefits forum: Selected proceedings / Clearwater Beach Florida,October 18-21 1990. West Haven, Conn: National Education Association, Research Division, 1991.

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Great Britain. Scottish Office. Pensions Agency. Scottish Teachers' Superannuation Scheme: An easy-to-read guide. Edinburgh: SOPA, 1993.

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Minnesota. Legislature. Legislative Commission on Pensions and Retirement. Technical Advisory Group., ed. First Class City teacher retirement funds phase-out, consolidation options. [St. Paul, Minn.]: The Group, 1993.

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Associates, Louis Harris and, ed. The Metropolitan Life survey of the American teacher, 1988: Strengthening the relationship between teachers and students: summary. New York, N.Y: Metropolitan Life Insurance Co., 1987.

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Book chapters on the topic "Pensions (Teachers')"

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Ní Léime, Áine, and Debra Street. "Gender, Transitions and Turning Points: The Life Course and Older Workers’ Trajectories in Different US Occupations." In Older Workers and Labour Market Exclusion Processes, 19–44. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11272-0_2.

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AbstractThis chapter interrogates the proposition that extending working life is an unproblematic policy measure introduced to address demographic ageing and increased pension costs. The implications of extending working life varies for workers in different occupations. The chapter draws on interview data from a qualitative study of 17 men and 20 women workers in the United States. Interviewees working either as teachers or in physically-demanding jobs such as care-giving for older people or cleaning narrated their work-life history and discussed their current work, future plans and their views on working longer.Analysis of different strands of their work-life trajectories – work, family, health – from a life course perspective reveals that workers may be channelled into particular kinds of employment and that advantage or disadvantage can accumulate across the life course. It supports previous research showing that physically-demanding work adversely affects workers’ health. Gendered expectations regarding the provision of care can result in disrupted careers for women, leading to lower pension provision and the need to continue working later. Such processes, combined with pension reforms and the increasingly precarious nature of employment can lead to poor economic and health outcomes for some workers. The implications of these findings for policy are discussed.
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Léime, Áine Ní. "Expectations of Transitions to Retirement in Ireland." In Older Workers in Transition, 158–80. Policy Press, 2022. http://dx.doi.org/10.1332/policypress/9781529215007.003.0008.

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This chapter explores expectations of the transition to retirement for older women workers in Ireland in the context of policies introduced in recent years to raise state pension age comparatively quickly. It focuses on the retirement plans of workers in two very different occupations – teaching and home care work. Data from interviews with ten women in each occupation are analyzed, using a life course perspective. Both teachers and healthcare workers disagree with the proposed increase in state pension age. Workers face very different options at retirement; teachers are protected by having typically stable employment trajectories with good pay and generous occupational pensions and most can retire early on full pension. By contrast, healthcare workers may need to work for longer because of disrupted employment trajectories, lower pay and low or no occupational pensions, leaving them dependent on the state pension. An increase in state pension age is a blunt policy instrument that exacerbates existing relative disadvantage for home care workers. The policy implications are discussed.
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Beauvallet, Anne. "English teachers’ unions since 2010: ‘a teachers’ lobby divided against itself’?1." In Labour united and divided from the 1830s to the present, 171–90. Manchester University Press, 2018. http://dx.doi.org/10.7228/manchester/9781526126320.003.0011.

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This chapter deals with the three largest teachers’ unions (NUT, NASUWT and ATL) in England from 2010 to 2017 through key issues such as pay, pensions, working conditions, inspections, the curriculum, tests, performance tables and school reforms. Contrary to ATL, NUT and NASUWT have long had links with the left and the Labour Party. The 2015 Labour manifesto was disappointing for these unions and although Corbyn’s leadership has offered some hope it has not yet ushered in a new era in their relationships. Since 2010, there has been greater activism among teachers’ unions but there has also been a relative lack of ideological consensus among them, particularly on pensions and on alternative provision for inspections and tests. ATL and NUT had just merged at the time of writing but professional unity is still some way off since the NASUWT has been unwilling to follow the trend.
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Otsuka, Michael. "The Case for an Unfunded Pay as You Go Pension." In How to Pool Risks Across Generations, 58—C3P49. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/oso/9780198885962.003.0004.

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Abstract Chapter 3—‘The Case for an Unfunded Pay as You Go Pension’—asks whether an unfunded pay as you go (PAYG) approach might provide a solution to the problems with funded collective pension schemes discussed in the previous two chapters. With PAYG, money is directly transferred from those who are currently working to pay the pensions of those who are currently retired. Rather than drawing from a pension fund consisting of a portfolio of financial assets, these pensions are paid out of the state Treasury’s coffers. The chapter explores the extent to which a PAYG pension can be justified as a form of indirect reciprocity that cascades down generations. It considers the claim that a PAYG arrangement in which each generation pays the pensions of the previous generation can be justified as in mutually advantageous strategic equilibrium. It makes the case that reciprocity can be realized by a notionally funded PAYG scheme, of which the UK Teachers’ Pension Scheme provides an example. The chapter concludes with the observation that all three of the approaches considered across Chapters 1–3—collective defined contribution (CDC), defined benefit (DB), and PAYG—converge on a similar form of collective pension provision, which breaks open the silos of individual DC pension pots while avoiding the high expense of funding that is pegged to bond yields. Whether it ultimately takes the form of a notionally funded PAYG DB scheme, a genuinely funded DB scheme, or CDC, we should adopt a collective, multigenerational, society-wide form of pension provision.
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Schloss, Irving S., and Deborah V. Abildsoe. "What is TIAA-CREF?" In Understanding TIAA-CREF, 19–20. Oxford University PressNew York, NY, 2001. http://dx.doi.org/10.1093/oso/9780195131970.003.0003.

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Abstract Like many other enduring philanthropic and public service concepts, the idea of TIAA-CREF germinated in the mind and fortune of Andrew Carnegie. In 1905, concerned about the poverty that seemed the common fate of retired teachers, he gave the then colossal sum of$10 million to fund the pensions of teachers at thirty universities. By 1918, it had become clear that the financial requirements for such a plan necessitated both teacher and employer participation and a larger financial organization. As a consequence, the Teachers Insurance and Annuity Association (“TIAA’’) was incorporated and licensed as a New York life insurance company.
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"Teaching, Teachers’ Pensions, and Retirement across Recent Cohorts of College Graduate Women." In Women Working Longer, 217–38. University of Chicago Press, 2018. http://dx.doi.org/10.7208/chicago/9780226532646.003.0007.

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Koedel, C., and M. Podgursky. "Teacher Pensions." In Handbook of the Economics of Education, 281–303. Elsevier, 2016. http://dx.doi.org/10.1016/b978-0-444-63459-7.00006-3.

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"Should (Could) You Manage Your Fund Like Harvard or Ontario Teachers'?" In Pension Revolution, 99–105. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119197959.ch15.

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Barakat, Bilal F., and Rachel E. Durham. "Future Education Trends." In World Population & Human Capital in the Twenty-First Century. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198813422.003.0012.

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Education is an inherently long-term endeavour. Not only in the sense that formal schooling alone may last a significant part of a lifetime, but also because part of the reason for spending this time in school is the promise of benefits for decades to come. This is true at both the individual and societal levels. For the underlying educational systems, the long-term nature of education is felt more keenly than at the individual level. Schools are built to serve multiple generations of students, and teachers are often hired for life as civil servants. A newly trained teacher of today will, towards the end of her/his career, teach students who, in turn, may well still be in the active labour force 100 years from now. Educators themselves also hold expectations about the long-term future. Part of why we care whether a Dalit boy gets some form of early childhood education is because we expect that, as a consequence, his increased chances to complete school will benefit him not only for the next 10 or 15 years, to the end of our programme intervention or planning horizon, but for the rest of his life. His own education may even make it more likely that he will send his own children to school. If he sends a daughter to school, her education will possibly lead her to wait until she is in her late 20s to bear her first child, when she is better able to provide care. That ‘delayed benefit’ of the Dalit boy going to school now might not occur until sometime in the 2050s. To insist that we ‘learn for life, not for school’ is a cliché, yet there are strikingly few attempts to look ahead—much less project quantitatively—how today’s students will contribute to the educational composition of tomorrow’s population, and the implications for their personal life course and the challenges of their generation. Some of the key contemporary policy debates concern very long-term issues. Among these are the sustainability of pensions, the provision of health care, and response to environmental degradation. For all of these, the education of the concerned populations matters.
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Chung, Kyungbae. "The Income Security Systems in Korea." In The Korean Welfare State, 71–102. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/oso/9780197644928.003.0005.

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Abstract Korea introduced a series of social security programs proposed by the International Labor Organization (ILO) from the 1960s, but the need for institutional reform is emerging due to its severely low birth rate and aging population. The foundation of Korea’s income security system is the special occupational pension, which includes civil servants, soldiers, and private school teachers, and the national pension, which covers most citizens except for these special occupational pension. The national pension and basic pension form the core of Korea’s public pension system, and improvements in preparation for the aging population are being seriously discussed. Currently basic security is provided by the National Basic Livelihood Security Program. The livelihood security benefit, a core benefit of public assistance, is limited to persons meeting certain criteria, and the Korean Employment Insurance System is a compulsory social insurance system introduced in 1995. Work Injury Insurance (WII) was launched in 1964, and benefit levels of Korea’s WII are considered fairly good compared to other countries. Ten types of benefits, including the medical care benefit, are provided.
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Conference papers on the topic "Pensions (Teachers')"

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Latyshevskaya, N. I., and A. V. Belyaeva. "FEATURES OF PHYSICAL STATE, ACTIVITY AND AGING RATE OF MEDICAL TEACHERS OF PRE-PENSION AND PENSION AGE." In The 17th «OCCUPATION and HEALTH» Russian National Congress with International Participation (OHRNC-2023). FSBSI «IRIOH», 2023. http://dx.doi.org/10.31089/978-5-6042929-1-4-2023-1-277-280.

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In connection with the increase in the proportion of teachers of pre-retirement and retirement age in the country’s universities, combined with their human resources, the goal was to study the gender characteristics of the physical condition and the rate of aging of teachers of pre-retirement and retirement age of a medical university. 169 people were examined. 55‑70 years old. Anthropometric, functional measurements were carried out, the level of physical condition, adaptive potential was assessed, the coefficient of aging rate, biological age were calculated. Significant differences in morphological and functional status (with the risk of developing diseases of the cardiovascular system in men) were revealed. There are significantly more cases of obesity among women, which explains the differences in the rate of aging, which was higher among women. The data indicate the need to study the characteristics of health, the performance of teachers of pre-retirement and retirement age, and the development of measures aimed at increasing the quality of professional longevity of the elderly.
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O'Reilly, Joseph. "What Do New Teachers Think About Their Pension?" In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1437050.

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Trubetskov, A. D., N. E. Komleva, and A. M. Starshov. "WORKING CAPACITY INDEX (WAI) USE TO PREDICT WORKING LONGEVITY IN ELDERLY GROUPS." In The 17th «OCCUPATION and HEALTH» Russian National Congress with International Participation (OHRNC-2023). FSBSI «IRIOH», 2023. http://dx.doi.org/10.31089/978-5-6042929-1-4-2023-1-476-478.

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The issue of labor longevity and, in particular, its forecasting is extremely important in the conditions of the aging of the world's population, migration of labor resources. This forecast may allow us to identify predictors of employee dismissal, for which the method of determining the index of working capacity (Work Ability Index) is used. The purpose of our study was to study the features of the use of OT in men and women of various professions of older age groups. A simultaneous cross-sectional study of 281 women (greenhouses, teachers) and 395 men of technical specialties was conducted. Results: The gender and age characteristics of employees associated with the decision to keep themselves in the profession after retirement were revealed. WAI in women is higher than in men, self-assessment of working capacity has high rates in working pensioners. Some features of the state of health and social factors that are associated with the desire to complete work have been identified. The general trend is the discrepancy between the index of working capacity and self-assessment of the level of working capacity, the importance of social factors (living conditions, family composition, the possibility of further employment, etc.) in the prospects of maintaining oneself in the specialty. Conclusion: Thus, the use of WAI has significant limitations in older age groups. In addition, the results largely depend on the experience of the researcher conducting the survey.
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Condruzbacescu, Monica. "MOOC - THE REVOLUTION IN EDUCATION." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-138.

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The paper focuses on MOOC (massive open online courses) that are considered to be a revolution in education. These courses currently enjoy great popularity, universities that joined this concept declare million of students enrolled. Following the initiative of the European Union, MOOC have grown rapidly, today offering access to courses to those interested in some of the largest universities in the world, created by top researchers and industry experts from all fields. Initially, these courses were served to deepen students' knowledge and were used in the tutoring system. MOOC have become an alternative to paid courses for many categories of people: students, pupils, parents, teachers, counselors, tutors, adults, pensioners, the unemployed. The paper also deals with the advantages and disadvantages of MOOC. The next part of the paper presents the three platforms that offer such courses: Coursera, Edx, Udacity. MOOC courses are generally offered by top universities and their content reaches high standards. Not everybody is allowed to launch MOOC on the recognized platforms, there are certain guarantees of quality. Coursera provides universal access to the world's best education, partnering with top universities and organizations to offer courses online. Edx offers high-quality education to everyone, regardless of their location, social status or income. Edx courses are a great way to learn new skills, foster a love of lifelong learning and get an insider's look into celebrated universities. Udacity offers nanodegree programs and credentials, designed so that professionals become web developers, data analysts, mobile developers. For the moment MOOC courses are at the beginning worldwide. In time, new business models will develop which means that we will see increasingly more courses that will provide formal university training. This effect of liberalization and openness of education will represent the revolution in education of this decade. Faced with these new challenges, schools, colleges and universities will have to rethink their strategies and remain competitive.
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Reports on the topic "Pensions (Teachers')"

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Fitzpatrick, Maria. Teaching, Teachers Pensions and Retirement across Recent Cohorts of College Graduate Women. Cambridge, MA: National Bureau of Economic Research, September 2016. http://dx.doi.org/10.3386/w22698.

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Mahler, Patten Priestley. Are Teacher Pensions "Hazardous" for Schools? W.E. Upjohn Institute, December 2017. http://dx.doi.org/10.17848/wp18-281.

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Fitzpatrick, Maria D. Intergovernmental (Dis)incentives, Free-Riding, Teacher Salaries and Teacher Pensions. W.E. Upjohn Institute, February 2015. http://dx.doi.org/10.17848/wp15-220.

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Inman, Robert. The Funding Status of Teacher Pensions: An Econometric Approach. Cambridge, MA: National Bureau of Economic Research, October 1985. http://dx.doi.org/10.3386/w1727.

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Inman, Robert, and David Albright. Central Policies for Local Debt: The Case of Teacher Pensions. Cambridge, MA: National Bureau of Economic Research, February 1987. http://dx.doi.org/10.3386/w2166.

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Pessino, Carola, Nadir Altinok, and Cristian Chagalj. Allocative Efficiency of Government Spending for Growth in Latin American Countries. Inter-American Development Bank, June 2022. http://dx.doi.org/10.18235/0004310.

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There is scant empirical economic research regarding the way that Latin American governments efficiently allocate their spending across different functions to achieve higher growth. While most papers restrict their analysis to the size of government, much less is known about the composition of spending and its implications for long-term growth. This paper sheds light on how allocating expenditures to investment in quality human and physical capital, and avoiding waste on inefficient expenditures, enhance growth in Latin America. This paper uses a novel dataset on physical and human capital and detailed public spending that includes -for the first time- Latin American countries, which is categorized by a cross-classification that provides the breakdown of government expenditure, both, by economic and by functional heads. The database covers 42 countries of the OECD and LAC between 1985 and 2017. There are five main results. First, the estimated growth equations show significant positive effects of the factors of production on growth and plausible convergence rates (about 2 percent). The estimated effect of the physical investment rate is positive and significant with a long-run elasticity of 1.2. Second, while the addition of years of education as a proxy for human capital tends to have no effect on growth, the addition of a new variable that measures quality-adjusted years of schooling as a proxy for human capital turns out to have a positive and significant effect across all specifications with a long-run elasticity of 1.1. However, if public spending on education (excluding infrastructure spending) is added to the factor specification, growth is not affected. This is mainly because, once quality is considered, spending more on teacher salaries has no effect on student outcomes. Therefore, the key is to increase quality, not just school performance or education spending. Third, both physical and human capital are equally important for growth: the effect of increasing one standard deviation of physical capital or human capital statistically has the same impact on economic growth. Fourth, increasing public investment spending (holding public spending constant) is positive and significant for growth (a 1% increase in public investment would increase the long-term GDP per capita by about 0.3 percent), in addition to the effect of the private investment rate. However, the effect of public spending on payroll, pensions and subsidies does not contribute to economic growth. Fifth, the overall effect of the size of public spending on economic growth is negative in most specifications. An increase in the size of government by about 1 percentage point would decrease 4.1 percent the long-run GDP per capita, but the more effective the government is, the less harmful the size of government is for long-term growth.
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Ecuador: Creating Fiscal Space for Poverty Reduction: A Fiscal Management and Public Expenditure Review. Volume I. Inter-American Development Bank, November 2004. http://dx.doi.org/10.18235/0008533.

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This report consists of two volumes. Volume I examines whether, and how, the core goals of public expenditure management, i.e., balanced fiscal aggregates, resource allocations to strategic sectors, and equity and microeconomic efficiency of public spending are met in Ecuador. Volume II presents sector studies on fiscal sustainability, the fiscal rules, education, health, pensions, the results of a national teachers tracking survey, water and sanitation, electricity, telecommunications and oil.
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An Innovative Scheme Brings Housing to Colombian Public Employees and Pensioners. Inter-American Development Bank, January 2014. http://dx.doi.org/10.18235/0006284.

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Almost 90 percent of adult Colombians have never had access to credit from a formal financial institution. Public employees like police officers, teachers, soldiers, and clerks encounter difficulties when accessing bank credit despite their formal employment. With low salaries, they struggle to make ends meet and face the same problems accessing credit as others living at the base of the pyramid: insufficient credit history, no collateral, and the perception that lending to them is too risky.Bayport Colombia S.A.S. is a non-bank financial intermediary that specializes in loans repayable via payroll deduction for base of the pyramid (BOP) employees in rural areas of Colombia. Founded in 2007 as FiMSA S.A.S., the firm became a subsidiary in 2011 of Bayport Management Limited, a South-African company with a presence in eight countries in Africa and 15 years of experience in areas with low levels of financial inclusion.
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