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 Puntland, State of Somalia
Time to Teach: Teacher attendance and time on task in in primary schools in Puntland, State of Somalia

Author(s)

Spogmai Akseer; Despina Karamperidou

 

Publication series:
Innocenti Research Report

No. of pages: 80

Download the report

(PDF, 1.22 MB)

Abstract

Teacher absenteeism constitutes a significant barrier to achieving national educational goals in many low- and middle-income countries, where teacher absence rates range from 3 to 27 per cent. While there is no data available from Puntland, State of Somalia, on teacher absenteeism trends, regional cases suggest this is a chronic problem facing many schools throughout Africa, with an average of 15 to 45 per cent of all primary school teachers absent from the classroom on any given day. The Ministry of Education and Higher Education is beginning to increasingly prioritize the role of the teacher in the provision of effective time on task, and thus, has taken measures to deter teacher absenteeism.

The Time to Teach (TTT) study seeks to address this knowledge gap. Its primary objective is to identify factors affecting the various dimensions of primary school teacher attendance and to use this evidence to inform the design and implementation of teacher policies. Specifically, the study looks at four distinct dimensions 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

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

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

Migration is a regular feature of life in Ethiopia and the Horn of Africa region. It takes multiple forms and is driven by numerous factors, including personal aspirations, economic exclusion and forced displacement as a consequence of inter-ethnic communal violence or natural disasters. As part of a regional research series and based specifically on interviews carried out in 2019 with 405 migrant children and young people in Ethiopia, this report provides a deeper understanding of their perceptions and feelings around safety, well-being and their protective environments. It also provides a snapshot of their access to services and resources, and their trust in authorities and other service providers in Ethiopia. The report concludes by offering policy and programme recommendations that can help rethink child protection approaches for migrant children and young people in Ethiopia
Where Do Rich Countries Stand on Childcare?
Publication Publication

Where Do Rich Countries Stand on Childcare?

Even before COVID-19, some of the world’s richest countries were failing to offer comprehensive childcare solutions to all families. In some instances, this reflected their policy priorities rather than available resources. The COVID-19 pandemic also challenged children’s education, care and well-being as parents struggled to balance their responsibilities for childcare and employment, with a disproportionate burden placed on women. In the context of lockdown and school closures, childcare was one of the worst affected family services and had a significant knock-on effect. This report shows how governments can help parents through paid parental leave, followed by affordable and high-quality childcare. Using the most recent comparable data, it assesses the parental leave and childcare policies in the 41 high-income countries that are part of the Organisation for Economic Co-operation and Development (OECD) or the European Union (EU). The report concludes with nine recommendations for how policies can be improved to provide comprehensive solutions to all families.