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Time to Teach

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

Author(s)

Silvana Târlea; Christine Han Yue; Dita Nugroho; Despina Karamperidou

 

Publication series:
Innocenti Research Report

No. of pages: 60

Download the report

(PDF, 1.16 MB)

Abstract

The Government of South Sudan, through the Ministry of General Education and Instruction (MoGEI) and its development partners, has made efforts over the past decade to rebuild South Sudan’s primary education system. Challenges to the delivery of education have persisted, both within the education system and external to it.

The Time to Teach study focuses specifically on the issue of teacher attendance. It distinguishes between four types of interruptions to teacher attendance: absence from school; lack of punctuality; absence from class; and loss of teaching time in class.

The study aims to identify the specific determinants at each level of the education system of South Sudan. In doing so, it highlights the role of various education stakeholders, from the central and decentralized levels, to the community level and as school level actors in monitoring and addressing the challenges to teacher attendance. 

The study seeks to contribute a better understanding of the various challenges faced by teachers and especially, the system deficits that affect teachers’ attendance and motivation, with a view to providing evidence-based policy recommendations to relevant education stakeholders in the country.

Available in:
English

Related Innocenti Project(s):

More in this series: Innocenti Research Report

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Time to Teach: L’assiduité des enseignants et le temps consacré à l’enseignement en Afrique de l’Ouest et du Centre
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Time to Teach: Teacher attendance and Time on Task in West and Central Africa – Summary
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In sub-Saharan Africa, the loss of teaching hours due to teacher absenteeism corresponds to a waste of approximately 46 cents for every US dollar invested in education, an annual wastage of 1–3% of GDP. This brief summarizes the results of research in 11 countries in West and Central Africa under the Time to Teach study, a project in UNICEF that aims to provide critical insights into the factors that underpin different forms of primary school teacher absenteeism. It explains the frequency of teacher absenteeism in four forms—absence from school, lateness or early departure, absence from the classroom, and reduced time on task – and the reasons teachers give for their absence. But teachers are also motivated by factors such as training, availability of teaching and learning resources, and other non-system factors. More details are available in the country reports.