CONNECT
search advanced search
UNICEF Innocenti
Office of Research-Innocenti
search menu

Time to Teach

Teacher attendance and time on task in in primary schools in Kenya
Time to Teach: Teacher attendance and time on task in in primary schools in Kenya

Author(s)

Despina Karamperidou

 

Publication series:
Innocenti Research Report

No. of pages: 80

Download the report

(PDF, 1.43 MB)

Abstract

Teacher absenteeism constitutes a significant barrier to achieving quality education in many low- and middle-income countries globally, where teachers’ school absence rates range from 3 per cent to 27 per cent. In Kenya, where primary education has made remarkable improvements in recent years, teacher absenteeism remains a foremost challenge for the education system.

In 2102, the World Bank estimated the average rate of teacher absenteeism from schools across the country at 15 per cent and the average rate of teacher absenteeism from the classroom at 42 per cent. A 2016 a study conducted in 4,529 Kenyan primary schools found that on average, one in ten teachers was absent from school and that half of all schools had a teacher absenteeism rate in excess of 10 per cent. While the stark numbers are available, the evidence base on what factors, policies and practices affect teacher attendance in Kenya remains scant. 

Time to Teach (TTT) targets this knowledge gap. Its primary objective is to identify factors affecting the various forms of primary school teacher attendance and to use this evidence to inform the design and implementation of teacher-related policies. Specifically, the study looks at four distinct forms of teacher attendance: being in school; being punctual; being in the classroom; and spending sufficient time on task while in the classroom.

 

Available in:
English

Related Innocenti Project(s):

More in this series: Innocenti Research Report

Mind Matters: Lessons from past crises for child and adolescent mental health during COVID-19
Publication Publication

Mind Matters: Lessons from past crises for child and adolescent mental health during COVID-19

COVID-19 is a crisis like no other in modern times. It has reached every population and community. While the evidence base is still nascent, this report looks at the impacts of disasters and past epidemics – such as Ebola, HIV, SARS/MERS and Zika – on child and adolescent mental health and psychosocial wellbeing, and examines how these insights can guide policies and progammes to support children, their families and communities during the current pandemic.
Reimagining Migration Responses in Sudan: Learning from migrant children and young people’s experiences. Summary Report
Publication Publication

Reimagining Migration Responses in Sudan: Learning from migrant children and young people’s experiences. Summary Report

Migration is a regular feature of life in Sudan and the broader region. It takes multiple forms and is driven by numerous factors, including personal aspirations, curiosity, problems accessing a livelihood in the context of poverty and economic exclusion, and forced displacement stemming from political persecution, armed conflict, or natural disasters. Children and young people make up a significant portion of the upwards of 3 million migrants in Sudan. Yet there is limited understanding of the ways in which children and young people view migration, or of the opportunities and risks that it poses for them. As part of a regional research series, 467 quantitative interviews were conducted with children and young people in Sudan. The data from these interviews provide insights from children and young people themselves. Building on the findings, the research suggests a number of principles and concrete actions to create a more protective environment for children and young people on their migration journeys.
Time to Teach: Teacher attendance and time on task in primary schools in Mozambique
Publication Publication

Time to Teach: Teacher attendance and time on task in primary schools in Mozambique

This Time to Teach study collates and strengthens the evidence base on primary school teacher absenteeism in Mozambique.
Mainstreaming gender into social protection strategies and programmes: Evidence from 74 low- and middle-income countries
Publication Publication

Mainstreaming gender into social protection strategies and programmes: Evidence from 74 low- and middle-income countries

The importance of mainstreaming gender into social protection policies and programmes is increasingly recognized. However, evidence on the extent to which this is actually happening remains limited. This report contributes to filling this evidence gap by drawing on the findings of two complementary research projects undertaken by UNICEF Office of Research – Innocenti and UN Women in 2019. Using a specifically developed analytical framework, these two projects reviewed 50 national social protection strategies and 40 social protection programmes across a total of 74 low- and middle-income countries (LMICs) to assess the extent to which they incorporate gender equality concerns.