UNICEF Innocenti
Office of Research-Innocenti
search menu

Time to Teach

Assiduité des enseignants et temps d’enseignement dans les écoles primaires aux Comores
Time to Teach: Assiduité des enseignants et temps d’enseignement dans les écoles primaires aux Comores

Author(s)

Despina Karamperidou; Brianna Guidorzi

 

Publication series:
Innocenti Research Report

No. of pages: 71

Download the report

(PDF, 1.05 MB)

Related Project(s):

Abstract

L’absentéisme des enseignants constitue un obstacle important à la réalisation d’une éducation universelle de qualité. Il est de plus en plus évident que l’absentéisme des enseignants constitue un problème particulier dans les pays à faible et moyen revenu du monde entier, les taux d’absentéisme scolaire des enseignants variant entre 15 et 45 % en Afrique subsaharienne.

Aux Comores, les études existantes suggèrent que l’absentéisme des enseignants est une préoccupation latente depuis des années. Cependant, la recherchesur les facteurs, les politiques et les pratiques qui affectent la présence des enseignants restent rares. L’étude « Time to Teach » (TTT) vise à combler ce fossé de connaissance. 

Available in:
French

More in this series: Innocenti Research Report

Disrupting Harm in Cambodia: Evidence on online child sexual exploitation and abuse
Publication

Disrupting Harm in Cambodia: Evidence on online child sexual exploitation and abuse

Disrupting Harm in Indonesia: Evidence on online child sexual exploitation and abuse
Publication

Disrupting Harm in Indonesia: Evidence on online child sexual exploitation and abuse

Disrupting Harm in Malaysia: Evidence on online child sexual exploitation and abuse
Publication

Disrupting Harm in Malaysia: Evidence on online child sexual exploitation and abuse

Data Must Speak: Unpacking Factors Influencing School Performance in Nepal
Publication

Data Must Speak: Unpacking Factors Influencing School Performance in Nepal

Joint efforts by the Government of Nepal, development partners and key stakeholders to achieve SDG 4 by 2030 have improved education access, participation and retention. However, learning outcomes in Nepal remain stagnant. What resources and contextual factors are associated with good school performance in Nepal? By merging and analyzing existing administrative datasets in Nepal, this report helps to identify positive deviant schools – those that outperform other schools despite sharing similar contexts and resources. Data Must Speak – a global initiative implemented since 2014 – aims to address the evidence gaps to mitigate the learning crisis using existing data. The DMS Positive Deviance Research is co-created and co-implemented with Ministries of Education and key partners. DMS research relies on mixed methods and innovative approaches (i.e., positive deviance approach, behavioural sciences, implementation research and scaling science) to generate knowledge and practical lessons about ‘what works’, ‘why’ and ‘how’ to scale grassroots solutions for national policymakers and the broader international community of education stakeholders. DMS research is currently being implemented in 14 countries: Brazil, Burkina Faso, Chad, Cote d'Ivoire, Ethiopia, Ghana, the Lao People’s Democratic Republic, Madagascar, Mali, Nepal, Niger, the United Republic of Tanzania, Togo and Zambia.