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Time to Teach

Teacher attendance and time on task in primary schools in Guinea-Bissau
Time to Teach: Teacher attendance and time on task in primary schools in Guinea-Bissau

 

Publication series:
Innocenti Research Report

No. of pages: 48

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Abstract

Teacher absenteeism is one of the most troubling obstacles on the path toward universal access to learning opportunities at school. Over the past decades, studies have found that teacher absenteeism is particularly prevalent in certain parts of Africa. While Guinea-Bissau has not administered or taken part in regional or international efforts to systematically monitor and assess the rates of teacher absenteeism, the issue is noted in the 2017–2025 Education Sector Plan, which includes an aim to strengthen controls on teacher absenteeism. This Time to Teach study seeks to fill this important knowledge gap and support the Ministry of National Education and Higher Education in its efforts to strengthen the teachers’ role in school to increase their time on task. This study outlines the various forms of primary school teacher absenteeism (e.g., absence from school, classroom, teaching, etc.), explores teacher absenteeism from a systemic perspective and identifies factors at different levels of the education system that affect teacher attendance and time on task. It also identifies gaps in teacher policy and policy implementation linked to identified determinants of absenteeism and barriers to higher teacher attendance rates, and identifies promising practices and actionable policy recommendations on increasing teachers’ time on task.

Available in:
English

More in this series: Time to Teach

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Aiming to move beyond the quantification of attendance and time on task, the Time to Teach study introduces a conceptual model of multi-dimensional teacher absenteeism. Where, for learning to occur, teachers do not only need to (1) be at school, but they also need to (2) be punctual (i.e., not arriving late/leaving early), (3) be in the classroom (while at school), and (4) spend sufficient time on task (while in the classroom).
Time to Teach: Teacher attendance and time on task in West and Central Africa
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Time to Teach: Teacher attendance and time on task in West and Central Africa

Teachers are the most important drivers of students’ academic achievement and they are at the heart of learning recovery efforts. Finding out the bottlenecks and necessary conditions for ensuring teachers’ presence at school and in the classroom is essential. Time to Teach is a mixed methods research initiative that aims to find out the contextual, working conditions and policy factors impeding primary school teacher attendance in 11 West and Central African countries: Côte d’Ivoire, Gabon, Ghana, Guinea, Guinea Bissau, Liberia, Mauritania, Niger, Nigeria, The Gambia, and Togo.
Time to Teach: Teacher attendance and time on task in Ghana
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Time to Teach: Teacher attendance and time on task in Ghana

Education has been a priority for Ghana since its independence, with current expenditures representing double the average for Africa and other developing nations. Prior to the COVID-19 pandemic, the Government aimed to enhance the quality of education and teacher attendance, including improving school infrastructure and providing textbooks and incentive packages to attract more teachers to rural and remote areas. However, the disruption of the pandemic forced school closures and economic consequences, threatening to push millions of vulnerable children out of the education system, widen inequalities and impede progress on the country’s development goals. The Ghana Time to Teach research project set out to capture teachers’ voices and provide a comprehensive understanding of teacher attendance in pre-tertiary schools in the country. Although data collection for this study was completed before the onset of COVID-19, it provides valuable insights into how the national education system can be strengthened to improve teacher motivation, attendance, and time on task. Detailed findings, analysis and policy implications can be found in the report.
Time to Teach: L’assiduité des enseignants et le temps consacré à l’enseignement dans les écoles primaires en Côte d’Ivoire
Publication

Time to Teach: L’assiduité des enseignants et le temps consacré à l’enseignement dans les écoles primaires en Côte d’Ivoire

Si la Côte d’Ivoire a accompli de grands progrès pour faciliter l’accès à son système éducatif et en améliorer la qualité, d’importantes lacunes subsistent en matière d’apprentissage et de réussite des élèves. On estime que huit enfants sur dix en Côte d’Ivoire ne maîtrisent pas la lecture à l’âge de 10 ans et disposent de compétences insuffisantes en mathématiques à la sortie du primaire. Les données probantes existantes suggèrent que l'absentéisme des enseignants serait responsable de la perte d'environ 25 pour cent du temps d'enseignement dans les écoles primaires du pays. Si l’on tient compte de l’absentéisme des élèves et des retards dans le calendrier scolaire, la perte moyenne s’élève à deux mois par année scolaire. La présente étude « Time to Teach » vise à contribuer à une meilleure compréhension de l’assiduité des enseignants dans les écoles primaires en Côte d’Ivoire. Pour ce faire, l’étude adopte un concept large de l’absentéisme des enseignants, qui comprend : l’absence de l’école, le manque de ponctualité, l’absence de la salle de classe et la réduction du temps d’enseignement.