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

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

Published: 2021 Innocenti Research Report

L’absentéisme des enseignants représente l’un des principaux défis pour parvenir à l’apprentissage universel dans de nombreux pays en développement, où les taux d’absence des enseignants varient de 3% à 27%.

Une fois dans la salle de classe, les enseignants ne consacrent que 77% de leur temps prévu aux tâches d’enseignement. Dans l’environnement post COVID-19, il y a inquiétude que l’ampleur des répercussions sociales et économiques de la pandémie n’aggrave encore ces chiffres. Bien que le défi de l’absentéisme soit reconnu par les acteurs locaux de l’éducation, les études sur les facteurs, les politiques et les pratiques qui influencent l’assiduité des enseignants au Niger restent rares. L’étude Time to Teach (TTT) cherche à combler ce manque de connaissances.

Cite this publication | No. of pages: 56
Time to Teach: Teacher attendance and time on task in primary schools in The Gambia

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

Published: 2021 Innocenti Research Report

The international standards for teaching time in a year are 880 hours. In The Gambia, dedicated teaching time in a year is 734 hours. This reduced time is exacerbated by teacher absenteeism that varies across the different regions in the country from 12 to 30%, and is a barrier to achieving the required learning outcomes. The COVID-19 pandemic is compounding an already compromised learning and teaching environment in The Gambia. This Time to Teach study looks at four dimensions of teacher attendance: being in school; being punctual (i.e., not arriving late/leaving early); being in the classroom (while in school); and spending sufficient time on task (while in the classroom). It also identifies factors associated with teacher absenteeism at five different levels of the education system: national, subnational, community, school, and teacher. This report provides recommendations that may help strengthen the ministry’s efforts to improve teachers’ time on task in The Gambia. 

Cite this publication | No. of pages: 40
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

Published: 2021 Innocenti Research Report

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.

Cite this publication | No. of pages: 48
Time to Teach: Teacher attendance and time on task in primary schools in Mozambique

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

AUTHOR(S)
Dita Nugroho; Despina Karamperidou

Published: 2021 Innocenti Research Report

Teacher attendance is one of the prerequisites on the path toward universal learning in developing countries. Over the past decades, however, studies from across the developing world have found national rates of teacher absenteeism that range from 3 to 27 per cent. Therefore, enhancing teachers’ presence in the classroom and ensuring that class time is spent teaching, can contribute significantly to the productivity and inclusive prosperity of a country.

This Time to Teach study collates and strengthens the evidence base on primary school teacher absenteeism in Mozambique. The study uses a mix of qualitative and quantitative research methods to provide critical insights into the factors that underpin the multiple forms of teacher absenteeism and time on task. It also examines how factors vary across countries, school types, gender of teacher and other teacher characteristics. Despite high levels of teacher absenteeism, the study shows that teachers are generally committed and that what is needed is education system strengthening. It is hoped that findings will inform workable solutions and policies that will ensure a motivated teaching force, increase opportunities for children to learn at school and, ultimately, improve their life and work opportunities.

Hora de ensinar: Assiduidade dos Professores e Tempo de Trabalho nas Escolas Primárias de Moçambique

Hora de ensinar: Assiduidade dos Professores e Tempo de Trabalho nas Escolas Primárias de Moçambique

AUTHOR(S)
Despina Karamperidou; Dita Nugroho

Published: 2021 Innocenti Research Report

Este estudo “Hora de Ensinar” combina e reforça a base de evidências sobre o absentismo dos professores do ensino primário em Moçambique.

A assiduidade dos professores é um dos pré-requisitos indispensáveis à aprendizagem universal nos países em desenvolvimento. Nas últimas décadas, contudo, estudos realizados em todo o mundo em desenvolvimento constataram taxas nacionais de absentismo dos professores que variam entre 3 e 27%. Por conseguinte, reforçar a presença dos professores na sala de aula e assegurar que o tempo de aula é dedicado ao ensino, pode contribuir significativamente para a produtividade e prosperidade inclusiva de um país.  

O estudo utiliza uma mistura de métodos de pesquisa qualitativa e quantitativa para fornecer uma visão crítica dos factores que sustentam as várias formas de absentismo dos professores e o tempo de trabalho. Também examina como os factores variam entre países, tipos de escolas, género do professor e outras características do professor. Apesar dos elevados níveis de absentismo dos professores, o estudo mostra que estes estão geralmente empenhados e que o que é necessário é o reforço do sistema educativo. Espera-se que os resultados informem soluções e políticas viáveis que assegurem uma mão-de-obra docente motivada, aumentem as oportunidades para as crianças aprenderem na escola e, em última análise, melhorem as suas vidas e oportunidades de trabalho.

Time to Teach: Teacher attendance and time on task in Eastern and Southern Africa

Time to Teach: Teacher attendance and time on task in Eastern and Southern Africa

Published: 2020 Innocenti Research Report

There is a learning crisis. Fifty-three per cent of children in low- and middle-income countries are in ‘learning poverty’, i.e. they cannot read and understand a simple text by the end of primary school age. In sub- Saharan Africa, the learning poverty rate is 87 per cent overall, and ranges from 40 per cent to as high as 99 per cent in the 21 countries with available data. Teachers attending lessons and spending quality time on task is a critical prerequisite to learning.

However, in sub-Saharan Africa, teacher absenteeism ranges from 15 to 45 per cent. Teacher absenteeism and reduced time on task wastes valuable financial resources, short-changes students and is one of the most cumbersome obstacles on the path toward the education Sustainable Development Goal and to the related vision of the new UNICEF education strategy: Every Child Learns. Whilst the stark numbers are available to study, and despite teacher absenteeism being a foremost challenge for education systems in Africa, the evidence base on how policies and practices can influence teacher attendance remains scant.

Time to Teach (TTT) is a research initiative that looks at primary school teacher attendance in eight countries and territories in the Eastern and Southern Africa (ESA) region: the Comoros; Kenya; Rwanda, Puntland, State of Somalia; South Sudan; the United Republic of Tanzania, mainland; the United Republic of Tanzania, Zanzibar; and Uganda. Its primary objective is to identify factors affecting the various forms of teacher attendance, which include being at school, being punctual, being in the classroom, and teaching when in the classroom, and use this evidence to inform the design and implementation of teacher policies.

 

Cite this publication | No. of pages: 74 | Thematic area: Education | Tags: child education, education, teacher training, teachers
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