Teacher absenteeism constitutes a significant barrier to achieving national educational goals in many low- and middle-income countries, where teacher absence rates range from 3 to 27 per cent. While there is no data available from Puntland, State of Somalia (hereafter Puntland) on teacher absenteeism trends, regional cases suggest this is a chronic problem facing many schools throughout Africa, with an average of 15 to 45 per cent of all primary school teachers absent from the classroom on any given day. The Ministry of Education and Higher Education is beginning to increasingly prioritize the role of the teacher in the provision of effective time on task, and thus, has taken measures to deter teacher absenteeism.
The Time to Teach (TTT) study seeks to address this knowledge gap. Its primary objective is to identify factors affecting the various dimensions of primary school teacher attendance and to use this evidence to inform the design and implementation of teacher policies. Specifically, the study looks at four distinct dimensions of teacher attendance: being in school; being punctual; being in the classroom; and spending sufficient time on task while in the classroom.
Teacher absenteeism constitutes a significant barrier to achieving learning outcomes in many low- and middle-income countries, where teacher school absence rates range from 3 to 27 per cent. In Uganda, primary education has achieved several milestones resulting in significant gains, including over 90 per cent literacy rate throughout the different districts, 94 per cent of the teaching force trained, and ongoing commitment from the Ministry of Education and Sports towards enhancing the provision of education. Uganda has also achieved gender parity in primary school enrolments, which in 2016 was at 84.1 per cent for girls and 83.3 per cent for boys. There are, however, ongoing challenges that put pressures on current gains and future goals. UNICEF Uganda estimates at least 60 per cent of Uganda's teachers are not present in the classroom at half of all public schools. Regional observations indicate teacher absence is a much larger issue in Uganda than other neighbouring countries, and that their subject knowledge is lower, comparatively.
The Time to Teach (TTT) study seeks to support the ministry in its efforts to strengthen teachers’ role in the school in order to increase their time on task. Its primary objective is to identify factors affecting the various dimensions of primary school teacher attendance and to use this evidence to inform the design and implementation of teacher policies. Specifically, the study looks at four distinct dimensions of teacher attendance: being in school; being punctual; being in the classroom; and spending sufficient time on task while in the classroom.
While remote learning measures are essential for mitigating the short-term and long-term consequences of COVID-19 school closures, little is known about their impact on and effectiveness for learning. This working paper contributes to filling this gap by: 1. exploring how disrupted schooling may affect foundational learning skills, using data from MICS6 (Multiple Indicator Cluster Surveys - round 6) in 2017–2019; 2. examining how countries are delivering and monitoring remote learning based on data from the UNESCO-UNICEF-World Bank’s National Education Responses to COVID-19 School Closures survey; and 3. presenting promising key practices for the effective delivery and monitoring of remote learning.
Some countries are starting to reopen schools as others develop plans to do so following widespread and extended closures due to COVID-19. Using data from two surveys and 164 countries, this research brief describes the educational strategies countries are putting into place, or plan to, in order to mitigate learning impacts of extended school closures, particularly for the most vulnerable children. In addition, it highlights emerging good practices.
The initial impression that paediatric SARS-CoV-2 infection is uncommon and generally mild has been replaced by a more nuanced understanding of infectious manifestations in children and adolescents across low-, middle-, and high-income countries and by demographic structure, with recognition of a widening disease spectrum. Critical knowledge gaps, especially in low- and middle-income countries remain, that have significant public policy and programme implications. Insufficient data disaggregated by age, geography and race/ethnicity are hindering efforts to fully assess prevalence of infection and disease in children and adolescents and their role in transmission. Potential biologic differences in susceptibility to infection and between children and adults need to be assessed. Determination of mother-to-child SARS-CoV-2 transmission during pregnancy or peripartum requires appropriate samples obtained with proper timing, lacking in most studies. Finally, predictors of disease progression, morbidity and mortality in children need to be determined particularly as the pandemic moves to low- and middle-income countries, where poor nutritional and health conditions and other vulnerabilities are more frequent among children than in higher-income settings. Countries, UN agencies, public health communities, donors and academia need to coordinate the efforts and work collectively to close the data and knowledge gaps in all countries (high-, middle- and low-income) for better evidence to guide policy and programme decision-making for children and COVID-19 disease.
The COVID-19 pandemic has had an unprecedented impact on societies, globally. To help contain the spread of the disease, schools around the world have closed, affecting 1.6 billion learners – approximately 91 per cent of the world’s enrolled students. Governments and education stakeholders have responded swiftly to continue children’s learning, using various delivery channels including digital tools, TV/radio-based teaching and take-home packages for parent or carer-guided education.
However, the massive scale of school closures has laid bare the uneven distribution of the technology
needed to facilitate remote learning. It has also highlighted the lack of preparedness and low resilience of systems to support teachers, facilitators and parents/caregivers in the successful and safe use of
technology for learning.
Using data on access to technology from household surveys (MICS and DHS) and information on national education responses to school closures gathered from UNICEF education staff in over 120 countries, this brief explores potential promising practices for equitable remote learning.
Experience with urban social assistance programmes is still limited. Many of the existing urban programmes are extensions or duplicates of rural programmes, but urban-sensitive social protection needs to reflect the distinct vulnerabilities of the urban poor. Furthermore, applying a child lens requires identifying and addressing the specific risks and multiple deprivations that are experienced by half of urban children in developing countries. As a result, designing social assistance for urban contexts faces challenges such as accurately targeting the poor (given the spatial geography of urban poverty) and setting appropriate payment levels (given the high and variable costs of urban living). Geographic targeting (e.g. informal settlements), proxy means testing (if urban-sensitive) and categorical targeting (e.g. street children) are popular mechanisms in urban areas, but community-based targeting is often inappropriate (because of urban social fragmentation) while self-targeting can be unethical (e.g. where wages below market rates are paid in public works projects) and might contradict rights-based approaches. These are relevant challenges to address when designing urban social protection programmes. We apply these reflections to Ghana. The country is a relevant case study because it is growing and urbanizing rapidly. But as the result of urbanization, urban poverty and deprivations are rising even though national poverty rates have halved. Anti-poverty policies and social protection interventions remain biased towards the rural poor. The ‘urbanization of poverty’ in Ghana has created problems such as overcrowded housing, limited access to sanitation, and outbreaks of communicable diseases. This paper provides guidance on the critical questions to ask to design in Ghana a successful urban social protection programme with a child lens.
Stephen Devereux; Abdul-Gafaru Abdulai; Jose Cuesta; Jaideep Gupte; Luigi Peter Ragno; Keetie Roelen; Rachel Sabates-Wheeler; Tayllor Spadafora
Geospatial technologies have transformed the way we visualize and understand social phenomena and physical environments. There are significant advantages in using these technologies and data however, their use also presents ethical dilemmas such as privacy and security concerns as well as the potential for stigma and discrimination resulting from being associated with particular locations. Therefore, the use of geospatial technologies and resulting data needs to be critically assessed through an ethical lens prior to implementation of programmes, analyses or partnerships. This paper examines the benefits, risks and ethical considerations when undertaking evidence generation using geospatial technologies. It is supplemented by a checklist that may be used as a practical tool to support reflection on the ethical use of geospatial technologies.
Geospatial technologies have transformed the way we visualize and understand situations. They are used to acquire, manipulate, store and visualize geographical information, including information on where individuals, groups and infrastructure are located in time and space. For development and humanitarian based organizations like UNICEF, the value of these technologies includes the ability to collect and process real-time information from places that are hard to reach or navigate such as dense forest, conflict zones, or where environmental disasters are occurring or have occurred. This brief provides an overview of the critical considerations when undertaking evidence generation using geospatial technologies. It is supplemented by a checklist that may be used to support reflection on the ethical use of geospatial technologies. This brief is based on a more in-depth Innocenti Discussion Paper which provides further guidance and tools.