Time to Teach: Teacher attendance and time on task in West and Central Africa

Time to Teach: Teacher attendance and time on task in West and Central Africa

AUTHOR(S)
Ximena Jativa; Despina Karamperidou; Michelle Mills; Stefania Vindrola; Hanna Wedajo; Andrea Dsouza; Jessica Bergmann

Published: 2022 Innocenti Research Report
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. 

The study considers teacher attendance as multi-dimensional, in four distinct forms. Teachers were asked to about their attendance in relation to: (1) being school; (2) being punctual (arriving and leaving on time); (3) being the classroom; and (4) spending sufficient time on task. Evidence is drawn from national, system-wide qualitative data collection and school observations, and a quantitative survey of 1,673 teachers working in 234 purposively selected primary schools. While primary data were collected prior to the COVID-19 school closures (in the 2018/2019 school year), the study provides important insights on how the pandemic has exacerbated chronic challenges of education systems that impact teacher attendance and is therefore informative for policy, both in the current COVID-19 era and beyond.


Cite this publication | No. of pages: 68 | Thematic area: Education, WCARO | Tags: central africa, education, teachers, west africa
Time to Teach: La fréquentation des enseignants et le temps d’enseignement dans les écoles primaires au Togo

Time to Teach: La fréquentation des enseignants et le temps d’enseignement dans les écoles primaires au Togo

AUTHOR(S)
Silvia Peirolo; Ximena Jativa

Published: 2021 Innocenti Research Report

L'absentéisme des enseignants est un défi particulier affectant la qualité de l'éducation au Togo. Des études précédentes suggèrent qu'une fois dans la salle de classe, les enseignants n'enseignaient que 79 pour cent du temps, ce qui signifie que près d'un cinquième du temps était consacré à d'autres activités. Cette réduction du temps d'enseignement était exacerbée par l'absentéisme des enseignants. Bien que le défi de l’absentéisme soit reconnu par les acteurs politiques nationaux, les études sur les facteurs, les politiques et les pratiques qui influencent l’assiduité des enseignants et enseignantes au Togo restent rares. La pandémie de COVID-19 ne fera qu’aggraver les défis existants au sein du système éducatif togolais. L’étude Time to Teach (TTT) vise à combler ce manque de connaissances et à renforcer la base de données factuelles sur les différents types d’assiduité des enseignants du primaire, et les facteurs qui y contribuent.

 

Cite this publication | No. of pages: 47 | Thematic area: Education | Tags: primary schools, teachers
Adolescent girls’ potential to disrupt the gender socialization process: Evidence from Plan International UK’s longitudinal cohort study, ‘Real Choices, Real Lives’

Adolescent girls’ potential to disrupt the gender socialization process: Evidence from Plan International UK’s longitudinal cohort study, ‘Real Choices, Real Lives’

AUTHOR(S)
Lilli Loveday; Jenny Rivett; Prerna Banati

Published: 2019 Innocenti Research Briefs
This brief discusses findings from Plan International UK’s ‘Real Choices, Real Lives’ report, which explores factors in adolescent girls’ lives across Benin, Togo and Uganda that may influence them  to ‘accept’ or ‘disrupt’ the gender socialization process. The brief focuses on one of a handful of qualitative longitudinal studies addressing the challenges of gender norms in low- and middle-income country settings, providing crucial evidence in these countries to address Sustainable Development Goal 5 on achieving gender equality.
Trafficking in Human Beings, Especially Women and Children, in Africa (second edition)

Trafficking in Human Beings, Especially Women and Children, in Africa (second edition)

Published: 2004 Innocenti Insights
Trafficking of human beings affects every country in Africa for which data are available, either as countries of origin or destination. The report looks at information from 53 African countries and provides an analysis of the patterns, root causes, and existing national and regional policy responses and effective practices. Trafficking occurs when a child's protective environment collapses as a result of conflict, economic hardship, or discrimination. Traditional attitudes and practices, early marriage, and lack of birth registration further increase the vulnerability of children and women to exploitation.
Child Trafficking in West Africa - Policy Responses

Child Trafficking in West Africa - Policy Responses

Published: 2002 Innocenti Insights
The trafficking of children is one of the gravest violations of human rights in the world today. Every year, hundreds of thousands of children are smuggled across borders and sold as mere commodities. Their survival and development are threatened, and their rights to education, to health, to grow up within a family, to protection from exploitation and abuse, are denied. The UNICEF Innocenti Research Centre has worked with the UNICEF Regional Office for West and Central Africa to identify effective policy solutions to this issue in eight countries: Benin, Burkina Faso, Cameroon, Côte d’Ivoire, Gabon, Mali, Nigeria and Togo. This study focuses on a region that is badly affected by the phenomenon, aiming to increase understanding of this reality and maximize the effectiveness of measures to overcome it. It illustrates the importance of field-driven research and the essential role that research plays in policy formulation and the proper design of programmes.
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