Non-State Education in South Asia: Understanding the effect of non-state actors on the quality, equity and safety of education service delivery

Non-State Education in South Asia: Understanding the effect of non-state actors on the quality, equity and safety of education service delivery

AUTHOR(S)
Artur Borkowski; Bindu Sunny; Juliana Zapata

Published: 2021 Innocenti Research Report

Education systems in South Asia are complex and fragmented. Despite high engagement and involvement of Non-State Actors (NSA) in education, there is a lack of comprehensive policy to govern them. Achieving better learning outcomes for children in South Asia requires understanding the wide variety of NSA providers and unpacking how these different actors engage with and influence education provision. Through a meta-analysis of existing evidence, this report presents findings on learning outcomes in public and non-state schools and the implications on quality, equity and safety of education delivery in the region. It also uncovers critical gaps in evidence that need to be addressed to show what is really working, for whom, where and at what cost.


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

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

Published: 2021 Innocenti Research Report

L'absentéisme des enseignants est un défi particulier qui affecte les progrès éducatifs et l'apprentissage des enfants en Guinée. Des études antérieures suggèrent que 15 pour cent des élèves considèrent l'absentéisme des enseignants comme l'une des principales raisons de leur insatisfaction à l'égard de l'école. 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 en Guinée restent rares. La pandémie de COVID-19 ne fera qu'exacerber les défis existants. L'étude Time to Teach (TTT) vise à combler ce manque de connaissances et à renforcer la base de preuves sur les différents types d'assiduité des enseignants du primaire et les facteurs qui y contribuent.

Cite this publication | No. of pages: 50 | Thematic area: Education | Tags: primary education, primary schools, teachers
Reopening With Resilience: Lessons from remote learning during COVID-19 in West and Central Africa

Reopening With Resilience: Lessons from remote learning during COVID-19 in West and Central Africa

AUTHOR(S)
Marco Valenza; Yacouba Dijbo Abdou; Thomas Dreesen

Published: 2021 Innocenti Research Report

Countries in West and Central Africa strived to implement national responses to continue learning activities during school closures. These responses relied on a mix of channels, including online platforms, broadcast media, mobile phones and printed learning packs. Several barriers, however, still prevented many children and adolescents in the region from taking advantage of these opportunities, resulting in learning loss in a region where almost 50 per cent of children do not achieve minimum reading skills at the end of the primary cycle. This report builds on existing evidence to highlight key lessons learned in continuing education for all at times of mass school closures and provides actionable recommendations to build resilience into national education systems in view of potential future crises. 

Time to Teach: Understanding teacher attendance and time on task in primary schools in Liberia

Time to Teach: Understanding teacher attendance and time on task in primary schools in Liberia

AUTHOR(S)
Silvia Peirolo; Ximena Jativa

Published: 2021 Innocenti Research Report

In Liberia, recurring school absenteeism and post abandonment are considered critical obstacles to quality education. Although national political actors recognize absenteeism as a major impediment to quality education, studies on the factors influencing teacher attendance in the country, including national policies and practices at the community and school levels, remain scarce. Also, there is a lack of knowledge on the direct and indirect ways the coronavirus pandemic and the measures adopted to contain it impact primary school teachers. This Time to Teach study seeks to fill these knowledge gaps.

The report provides valuable insights into how the COVID-19 crisis may exacerbate existing education system challenges that affect teacher attendance and time on task. It also collects and strengthens the evidence base on the factors affecting the various dimensions of primary school teacher attendance to inform the design and implementation of teacher policies. 

Cite this publication | No. of pages: 48 | Thematic area: Education | Tags: education, liberia, primary schools, schools, teachers
Vite a Colori: Esperienze, percezioni e opinioni di bambinə e ragazzə sulla pandemia di Covid-19 in Italia

Vite a Colori: Esperienze, percezioni e opinioni di bambinə e ragazzə sulla pandemia di Covid-19 in Italia

Published: 2021 Innocenti Research Report

Il rapporto Vite a Colori racconta le esperienze, percezioni ed opinioni di un gruppo di adolescenti sul primo anno di pandemia di Covid-19 in Italia cercando di comprendere le loro esperienze e punti di vista, attraverso le loro parole.

La raccolta dati si è svolta tra febbraio e giugno 2021 con 114 partecipanti tra i 10 e i 19 anni, frequentanti le scuole superiori del primo e del secondo ciclo di 16 regioni italiane. Bambinɘ e ragazzɘ che si identificano come LGBTQI+, minori stranieri non accompagnati (MSNA) e adolescenti con background socioeconomico svantaggiato sono stati deliberatamente inclusi nel campione interessato dalla ricerca.


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

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

AUTHOR(S)
Spogmai Akseer; Ximena Jativa

Published: 2021 Innocenti Research Report

Prior to COVID-19 lockdowns, the Federal Republic of Nigeria had taken measures to improve the quality of education and of teachers’ working conditions such as by improving school infrastructure and accelerating teacher training programs, and providing incentive schemes for teachers. While education is free and compulsory, Nigeria reports the highest number of out-of-school children in the world. Economic consequences of the COVID-19 pandemic, the impact of school closures, and the shift towards remote learning are anticipated to pose further constraints and push even more vulnerable children out of the education system. Teacher absenteeism and the poor use of instructional time are also significant problems for the Nigerian education system, negatively affect students’ academic performance and learning. This Time to Teach study seeks to support both federal and state governments by providing a comprehensive understanding of teacher attendance in the country’s primary schools. It also aims to provide insights into how attendance challenges may be similar or different across the types of schools (public/Quranic/private) and settings (urban/rural) and more importantly, how these can inform teacher policy design and implementation. Though data were collected prior to COVID-19 school closures, this study also aims to provide insights on how the pandemic may further exacerbate existing challenges. 

Cite this publication | No. of pages: 68 | Thematic area: Education | Tags: education, nigeria, primary schools, teachers
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
Time to Teach: Teacher attendance and time on task in primary schools in Côte d’Ivoire

Time to Teach: Teacher attendance and time on task in primary schools in Côte d’Ivoire

Published: 2021 Innocenti Research Report

Côte d’Ivoire has made great strides in improving access and quality in its education system, but significant gaps in student learning and achievement remain. It is estimated that 8 out of 10 Ivorian children are not proficient in reading by the age of 10, and do not have enough math skills at the end of primary school. In Côte d’Ivoire, teacher absenteeism is estimated to responsible for the loss of approximately 25 per cent of teaching time. In the specific case of primary education, it is estimated that teacher absenteeism and other calendar delays are responsible for the loss of two months of courses per year on average. This Time to Teach study seeks to contribute to a better understanding of teacher attendance in Côte d’Ivoire’s primary schools. The study adapts a broad concept of teacher absenteeism which includes: absence from school, lack of teacher punctuality, absence from the classroom and reduction in the time dedicated to teaching. 

Cite this publication | No. of pages: 48 | Thematic area: Education | Tags: education, primary education, primary schools, teachers
Time to Teach: La fréquentation des enseignants et le temps d’enseignement dans les écoles primaires en Mauritanie

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

AUTHOR(S)
Silvia Peirolo; Ximena Jativa

Published: 2021 Innocenti Research Report

L'absentéisme des enseignants et le non-respect du temps scolaire constituent un obstacle persistant à l'apprentissage universel de qualité en République Islamique de Mauritanie. Cependant, les données vérifiées sur les facteurs, les politiques et les pratiques relatives à l'assiduité des enseignants en Mauritanie restent rares.  Dans l'environnement post-COVID-19, il y a raison de s'inquiéter du fait que l'ampleur des répercussions sociales et économiques de la pandémie aggrave davantage les défis existants au sein du système éducatif mauritanien.  L'étude Time to Teach cherche à combler ce manque de connaissances.

Cite this publication | No. of pages: 42 | Thematic area: Education | Tags: primary education, schools, teachers
Time to Teach: L’assiduité des enseignants et le temps consacré à l’enseignement en Afrique de l’Ouest et du Centre

Time to Teach: L’assiduité des enseignants et le temps consacré à l’enseignement en Afrique de l’Ouest et du Centre

Published: 2021 Innocenti Research Report

En Afrique subsaharienne, la perte d'heures d'enseignement due à l'absentéisme des enseignants correspond à un gaspillage d'environ 46 centimes pour chaque euro investi dans l'éducation, soit un gaspillage annuel de 1 à 3 % du PIB. Cette note résume les résultats de recherches menées dans 11 pays d'Afrique de l'Ouest et du Centre dans le cadre de l'étude Time to Teach, un projet de l'UNICEF qui étudie les raisons des différentes formes d'absentéisme des enseignants du primaire. Il analyse la fréquence de l'absentéisme des enseignants sous quatre formes – absence de l'école, retard ou départ prématuré, absence de la classe et temps d´enseignement en classe réduit – et les raisons invoquées par les enseignants pour leur absence. Mais les enseignants sont également motivés par des facteurs tels que la formation, la disponibilité des ressources d'apprentissage et d'autres facteurs positifs. Plus de détails sont disponibles dans les rapports pays.

Cite this publication | No. of pages: 8 | Thematic area: Education | Tags: central africa, primary schools, teachers, west africa
Life in Lockdown: Child and adolescent mental health and well-being in the time of COVID-19

Life in Lockdown: Child and adolescent mental health and well-being in the time of COVID-19

Published: 2021 Innocenti Research Report

COVID-19 lockdowns have significantly disrupted the daily lives of children and adolescents, with increased time at home, online learning and limited physical social interaction. This report seeks to understand the immediate effects on their mental health. Covering more than 130,000 children and adolescents across 22 countries, the evidence shows increased stress, anxiety and depressive symptoms, as well as increased alcohol and substance use, and  externalizing behavioural problems.

Children and adolescents also reported positive coping strategies, resilience, social connectedness through digital media, more family time, and relief from academic stress. Factors such as demographics, relationships and pre-existing conditions are critical.

 To ensure children and adolescents are supported, the report recommends building the evidence on the longer-term impact of the pandemic on child and adolescent mental health in low- and middle-income countries, including vulnerable populations.

Time to Teach: Teacher attendance and Time on Task in West and Central Africa – Summary

Time to Teach: Teacher attendance and Time on Task in West and Central Africa – Summary

Published: 2021 Innocenti Research Report

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.   

  

 

Cite this publication | No. of pages: 8
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