- The study investigated factors affecting teacher attendance and time spent teaching in primary schools in Eastern and Southern Africa between 2017-2021.
- It found that on average, 16% of teachers reported being absent from school at least once a week, with absence rates varying by country, school characteristics, and teacher characteristics. Common reasons for absence included health issues, family obligations, distance, and low salaries.
- Education system factors like insufficient training, low salaries, lack of teaching materials, and excessive workload contributed to higher rates of absenteeism and less time spent teaching. Promising interventions included better teacher monitoring, community involvement, and ensuring timely salary payments.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on the Time to Teach project.
Here is a presentation by UNICEF Innocenti Research Centre and UNICEF Regional Office for CEECIS on Child Online Safety at the Robert project final conference in Berlin in 2012.
The Office of Research – Innocenti is UNICEF’s dedicated research centre. Our core mandate is to undertake cutting-edge, policy-relevant research that equips the organization and the wider global community to deliver results for children. This project brief summarizes our research on the Data Must Speak project.
A presentation from 27 June 2019 at the IAFFE Conference in Glasgow, Scotland by Elena Camilletti and Sarah Cook
Related: https://www.unicef-irc.org/journal-articles/63
International Association for Feminist Economists #IAFFE2019
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on the Let Us Learn project.
On May 27 2021, the Child Protection and Gender sections at NYHQ and UNICEF Innocenti organised an internal webinar on UNICEF’s Strategy Paper on the Gender Dimensions of Violence against Children and Adolescents in which over 200 UNICEF colleagues from regional and country levels participated. The webinar aimed to help participants learn more about the strategy paper and provided an opportunity to share ideas and recommendations for the implementation of priority actions in this area.
A presentation by Enju Jung as part of the Cohort Research for Programme and Policy panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on the Time to Teach project.
Here is a presentation by UNICEF Innocenti Research Centre and UNICEF Regional Office for CEECIS on Child Online Safety at the Robert project final conference in Berlin in 2012.
The Office of Research – Innocenti is UNICEF’s dedicated research centre. Our core mandate is to undertake cutting-edge, policy-relevant research that equips the organization and the wider global community to deliver results for children. This project brief summarizes our research on the Data Must Speak project.
A presentation from 27 June 2019 at the IAFFE Conference in Glasgow, Scotland by Elena Camilletti and Sarah Cook
Related: https://www.unicef-irc.org/journal-articles/63
International Association for Feminist Economists #IAFFE2019
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on the Let Us Learn project.
On May 27 2021, the Child Protection and Gender sections at NYHQ and UNICEF Innocenti organised an internal webinar on UNICEF’s Strategy Paper on the Gender Dimensions of Violence against Children and Adolescents in which over 200 UNICEF colleagues from regional and country levels participated. The webinar aimed to help participants learn more about the strategy paper and provided an opportunity to share ideas and recommendations for the implementation of priority actions in this area.
A presentation by Enju Jung as part of the Cohort Research for Programme and Policy panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
Leah Prencipe, Tia Palermo, and Yekaterina Chzhen and presented “Impacts of a Cash Plus Intervention on Gender Attitudes among Tanzanian Adolescents” as part of European Commission Joint Research Center's Seminar Series. (June 2020)
NCSEHE Adjunct Fellow Dr Cathy Stone (University of Newcastle) presents her work on improving student access, participation and success in higher education.
Cathy's National Guidelines for Improving Student Outcomes in Online Learning are available on the NCSEHE website: https://www.ncsehe.edu.au/publications/opportunity-online-learning-improving-student-access-participation-success-higher-education/
The Geraldton Universities Centre hosted representatives from the Regional Study Hubs Network, led by the NCSEHE with support from the Australian Government Department of Education.
The event, held on 13–14 June, is bringing to Geraldton representatives from the Australia-wide Regional Study Hubs, supported by the Australian Government.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on digital learning.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our work on research uptake and impact.
Focus on Student Engagement: Individual Learning PlansHobsons
Learn all there is to know about Individual Learning Plans, including state policies, best practices, implementation, data collection and a detailed analysis on improving current student outcomes and policies.
Todd Bloom
Hobsons
Chief Academic Officer
@Todd_Bloom
Jim Bierma
College Readiness Consortium, University of Minnesota
Program Director
Supporting meaningful interactions in early childhood education and care: Ins...EduSkills OECD
Children’s learning, development and well-being are directly influenced by their daily interactions with other children, adults, their families and the environment. This interactive process is known as “process quality”, and leads to a key question: Which policies set the best conditions for children to experience high-quality interactions in early childhood education and care (ECEC) settings?
The OECD launched the publication "Starting Strong VI: Supporting Meaningful Interactions in Early Childhood Education and Care" and present its findings for Canada. Co-hosted by Government of Canada / Gouvernement du Canada, this launch webinar looked at five main policy levers and their effect on process quality, focusing particularly on curriculum and pedagogy, and workforce development.
Starting Strong III: A Quality Toolbox for Early Childhood Education and Care EduSkills OECD
Curriculum or standards can:
Ensure even quality across different settings
Help staff to enhance their pedagogical strategies
Help parents to better understand child development
There is a need to:
Go beyond “curriculum dichotomies” – academic vs. comprehensive approach.
Consolidate the “added value” of different approaches.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on children with disabilities in humanitarian settings.
United in Diversity Attainment targets in Flemish Education GovernanceEduSkills OECD
This presentation was given by Rien Rouw of the OECD at the GCES Conference on Governing Education in a Complex world during the Workshop C on meeting national targets in decentralised systems (Flemish Case Study).
Inspections as a Twin Vehicle for School Development and ControlEduSkills OECD
This presentation was given by Bente Barton Dalhberg from the Norwegian Directorate for Education and Training at the GCES Conference on Governing Education in a Complex World during the first Workshop A on shared responsibility in developing accountability mechanisms that work in Brussels on 17 October.
How can we support meaningful interactions in early childhood education and ...EduSkills OECD
Children’s learning, development and well-being are directly influenced by their daily interactions with other children, adults, their families and the environment. This interactive process is known as “process quality”, and leads to a key question – which policies set the best conditions for children to experience high-quality interactions in early childhood education and care (ECEC) settings? This report discusses five main policy levers and their effect on process quality, focusing particularly on curriculum and pedagogy, and workforce development. It presents indicators covering 26 countries and jurisdictions, 56 different curriculum frameworks, and more than 120 different types of ECEC settings.
Sharing Responsibility for School AccountabilityEduSkills OECD
This presentation was given by Suzanne Dillon from the Irish Department of Education and Skills at the GCES Conference on Governing Education in a Complex World during the second Workshop B on the role of shared responsibility in developing accountability mechanisms that work in Brussels on 17 October.
Comparative Evidence from Rwanda, Zanzibar, Puntland and Kenya
A presentation from the CIES 2019 Time-to-Teach Panel
CIES Conference
April 17, 2019
San Francisco
Leah Prencipe, Tia Palermo, and Yekaterina Chzhen and presented “Impacts of a Cash Plus Intervention on Gender Attitudes among Tanzanian Adolescents” as part of European Commission Joint Research Center's Seminar Series. (June 2020)
NCSEHE Adjunct Fellow Dr Cathy Stone (University of Newcastle) presents her work on improving student access, participation and success in higher education.
Cathy's National Guidelines for Improving Student Outcomes in Online Learning are available on the NCSEHE website: https://www.ncsehe.edu.au/publications/opportunity-online-learning-improving-student-access-participation-success-higher-education/
The Geraldton Universities Centre hosted representatives from the Regional Study Hubs Network, led by the NCSEHE with support from the Australian Government Department of Education.
The event, held on 13–14 June, is bringing to Geraldton representatives from the Australia-wide Regional Study Hubs, supported by the Australian Government.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on digital learning.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our work on research uptake and impact.
Focus on Student Engagement: Individual Learning PlansHobsons
Learn all there is to know about Individual Learning Plans, including state policies, best practices, implementation, data collection and a detailed analysis on improving current student outcomes and policies.
Todd Bloom
Hobsons
Chief Academic Officer
@Todd_Bloom
Jim Bierma
College Readiness Consortium, University of Minnesota
Program Director
Supporting meaningful interactions in early childhood education and care: Ins...EduSkills OECD
Children’s learning, development and well-being are directly influenced by their daily interactions with other children, adults, their families and the environment. This interactive process is known as “process quality”, and leads to a key question: Which policies set the best conditions for children to experience high-quality interactions in early childhood education and care (ECEC) settings?
The OECD launched the publication "Starting Strong VI: Supporting Meaningful Interactions in Early Childhood Education and Care" and present its findings for Canada. Co-hosted by Government of Canada / Gouvernement du Canada, this launch webinar looked at five main policy levers and their effect on process quality, focusing particularly on curriculum and pedagogy, and workforce development.
Starting Strong III: A Quality Toolbox for Early Childhood Education and Care EduSkills OECD
Curriculum or standards can:
Ensure even quality across different settings
Help staff to enhance their pedagogical strategies
Help parents to better understand child development
There is a need to:
Go beyond “curriculum dichotomies” – academic vs. comprehensive approach.
Consolidate the “added value” of different approaches.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on children with disabilities in humanitarian settings.
United in Diversity Attainment targets in Flemish Education GovernanceEduSkills OECD
This presentation was given by Rien Rouw of the OECD at the GCES Conference on Governing Education in a Complex world during the Workshop C on meeting national targets in decentralised systems (Flemish Case Study).
Inspections as a Twin Vehicle for School Development and ControlEduSkills OECD
This presentation was given by Bente Barton Dalhberg from the Norwegian Directorate for Education and Training at the GCES Conference on Governing Education in a Complex World during the first Workshop A on shared responsibility in developing accountability mechanisms that work in Brussels on 17 October.
How can we support meaningful interactions in early childhood education and ...EduSkills OECD
Children’s learning, development and well-being are directly influenced by their daily interactions with other children, adults, their families and the environment. This interactive process is known as “process quality”, and leads to a key question – which policies set the best conditions for children to experience high-quality interactions in early childhood education and care (ECEC) settings? This report discusses five main policy levers and their effect on process quality, focusing particularly on curriculum and pedagogy, and workforce development. It presents indicators covering 26 countries and jurisdictions, 56 different curriculum frameworks, and more than 120 different types of ECEC settings.
Sharing Responsibility for School AccountabilityEduSkills OECD
This presentation was given by Suzanne Dillon from the Irish Department of Education and Skills at the GCES Conference on Governing Education in a Complex World during the second Workshop B on the role of shared responsibility in developing accountability mechanisms that work in Brussels on 17 October.
Comparative Evidence from Rwanda, Zanzibar, Puntland and Kenya
A presentation from the CIES 2019 Time-to-Teach Panel
CIES Conference
April 17, 2019
San Francisco
Many states and school districts are scrambling to find teachers. Growing student enrollments, a shrinking supply of individuals choosing to teach, escalating teacher retirements, and high turnover of new teachers have brought the teacher recruitment challenge to a point of impending crisis. Gone are the days of the college fair magically bringing new teachers to fill classrooms. The school recruiter today pulls out of a hat assorted incentives and tactics to lure candidates: signing bonuses, mortgage reductions, on-site childcare, restaurant discounts, high tech outreach efforts, and overseas recruiting. In addition, programs to lure retirees, mid-career changers, substitutes, and military veterans are now on the palette of possible strategies for finding teachers.
Although teacher shortages affect schools and districts across the country to varying degrees, urban districts are facing unique challenges, owing to rapidly growing student enrollments, accelerating rates of teacher retirement, class size reduction initiatives, and demanding working conditions. Urban schools nationwide educate between 39% and 50% of the students who are not proficient in English, about 52% of minority students, and 43% of the country's low-income students.
Teacher quality is emerging as one of the foremost concerns of school and university educators, parents, professional organizations, foundations, state education officials, business leaders, and legislators across the country. Roughly nine out of ten Americans believe that the best way to raise student achievement is to provide a qualified teacher for every classroom.
Developing Pathways into Teaching
An increasing number of districts are trying to address teacher shortages by "expanding the pipeline," i.e., offering nontraditional routes into the profession to individuals from diverse backgrounds and fields. A new survey asked districts whether and how they encourage individuals interested in teaching to enter the profession through alternative means.
Attracting a Broader Pool of Students
A fair number of colleges offer programs specifically for working adults seeking to become classroom teachers. Slightly less than half offer alternative licensure programs, while a smaller number offer apprenticeship/internship programs. About the same percentage sponsor paraeducator to teacher programs. In recognition of the many "out of class" demands that students entering teacher preparation programs now have, many schools, colleges, and departments of education offer flexible course scheduling. The survey asked respondents what percentage of teacher preparation program requirements can be completed via part-time, evening, weekend, summer, off-campus, and/or telecommunications classes.
Source: https://ebookschoice.com/possible-strategies-for-finding-teachers/
School Monitoring Evaluation and Adjustment (SMEA).pptxABEJOYISARAN
SMEA helps education authorities and school administrators assess various aspects of the school's performance, including academic achievement, teaching methods, curriculum implementation, infrastructure, and student well-being. The data collected through SMEA enables stakeholders to identify areas of improvement, set targets, and develop action plans to enhance the overall quality of education.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to
There is growing global recognition that violence against women and violence against children, and in particular intimate partner violence against women and violence against children by parents or caregivers, intersect in different ways. As global evidence of and interest in these intersections continue to grow, strategies are needed to enhance collaborations across these fields and thus ensure the best outcomes for both women and children. In response, the Sexual Violence Research Initiative (SVRI), the UNICEF Innocenti – Global Office of Research and Foresight, and the UNDP/UNFPA/UNICEF/WHO/World Bank Special Programme of Research, Development and Research Training in Human Reproduction hosted by WHO’s Department of Sexual and Reproductive Health, partnered to coordinate a global participatory process to identify research priorities that relate to the intersections between violence against children and violence against women.
While priorities are important, the way in which these priorities are determined is also crucial, especially for ownership, contextualization and use. Inclusive, participatory research-setting, such as used in this work, serves to promote a diversity of voices – especially from low- and middle-income countries which have historically lacked representation – and minimize the risk of bias when establishing research priorities.
This report describes the process used to determine the priorities for research on the intersections between violence against children and violence against women, and the top 10 research questions identified.
A partnership with the UNFPA-UNICEF Global Programme to End Child Marriage, UNFPA-UNICEF Joint Programme on the Elimination of Female Genital Mutilation and the UNICEF Office of Research - Innocenti, the STAR Initiative (Strategic Technical Assistance for Research) to end harmful practices aims to strengthen evidence generation and learning. The initiative has three areas of focus: evidence generation, evidence synthesis and research dissemination and uptake.
African countries are facing the world’s worst teacher shortage. To shore up the deficit and achieve universal primary education by 2030, 6.1 million primary school teachers need to be hired in Africa alone.
As COVID-19 exacerbates pressures placed on education budgets, it is crucial that the deployment of quality teachers in Africa is driven by a quest for equity, effectiveness, and efficiency, since no child should be deprived of learning opportunities because of the school they attend or their area of residence.
UNICEF Innocenti is seeking to expand the evidence base on teacher deployment in Africa in order to identify how the deployment of qualified teachers can be optimized to improve equity in learning outcomes. While the equity of primary school teacher deployment is the intended focus of this research, pre-primary teacher deployment will also be analyzed.
African countries are facing the world’s worst teacher shortage. To shore up the deficit and achieve universal primary education by 2030, 6.1 million primary school teachers need to be hired in Africa alone.
As COVID-19 exacerbates pressures placed on education budgets, it is crucial that the allocation of quality teachers in Africa is driven by a quest for equity, effectiveness, and efficiency, since no child should be deprived of learning opportunities because of the school they attend or their area of residence.
UNICEF Innocenti is seeking to expand the evidence base on teacher allocation in Africa in order to identify how the allocation of qualified teachers can be optimized to improve equity in learning outcomes. While the equity of primary school teacher allocation is the intended focus of this research, pre-primary teacher allocation will also be analyzed.
Evidence suggests that developing specific core capacities from childhood can support performance in school, work, and life.
These nine “core capacities” are cornerstones of life skills. We often overlook these capacities as innate basic skills, so they are underutilized in efforts to promote child well-being and development.
But by nurturing, expanding, and modelling these capacities, children can better understand and interact with the world around them, and realise their unique potential.
Visit our research report launched 9 December 2021: unicef-irc.org/what-makes-me
On 19 October 2021, over 500 researchers, practitioners, policymakers and activists from around the world gathered to take stock of what we know about the intersections between
violence against children and violence against women, identify existing knowledge gaps and discuss opportunities to increase coordination across efforts to prevent and respond to both
forms of violence.
This summary presents key takeaways from the event organized by UNICEF Innocenti, in collaboration with the Global Partnership to End Violence, the World Health Organization,
the Sexual Violence Research Initiative and the UK FCDO.
Effective solutions to end violence against children will require researchers, practitioners, and leaders to come together to take stock of what we know, bridge gaps across the field, and influence change through the use and generation of VAC evidence.
This webinar aimed to share evidence and foster discussion on intersections between violence against women and violence against children, highlighting opportunities for greater collaboration, to build knowledge, and to translate it into policy and programmes.
Opening remarks: Alessandra Guedes, Gender and Development Research Manager, UNICEF Innocenti
Presenting evidence:
- Clara Alemann, Director of Programs, Promundo, The Hague
- Manuela Colombini, Assistant Professor in Health Systems and Policy and Gender-based Violence, and Loraine Bacchus, Associate Professor of Social Science, LSHTM
- Chandré Gould, Senior Research Fellow, and Matodzi Amisi, Senior Research Consultant, Institute for Security Studies, South Africa
- Isabelle Pearson, Research Fellow for the Gender Violence & Health Centre at LSHTM and Heidi Stöckl, Professor of Public Health Evaluation, Ludwig-Maximilians-Universität München
Panel discussion:
- Paul Bukuluki, Associate Professor of Social Work and Medical Anthropology, Makerere University, Uganda
- Lina Digolo, Senior Associate, The Prevention Collaborative, Kenya
- Lori Heise, Professor of Gender, Violence and Health at the Johns Hopkins Bloomberg School of Public Health, United States
- Santi Kusumaningrum, Co-founder and Director, PUSKAPA - Center on Child Protection and Wellbeing at Universitas Indonesia
- Tarisai Mchuchu-MacMillan, Executive Director, MOSAIC, South Africa
Closing remarks: Emily Esplen, Head of Ending Violence Team, FCDO, United Kingdom
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on violence against children and women.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on gender-responsive age-sensitive social protection.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on child labour.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on the Global Kids Online project.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on disrupting harm.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on children, migration, and displacement.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our work on research governance
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our work on ethical research involving children.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our work on research capacity building and evidence synthesis.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research activities on social protection.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research activities on child wellbeing in high-income countries.
More from UNICEF Office of Research - Innocenti (20)
Presentation by Jared Jageler, David Adler, Noelia Duchovny, and Evan Herrnstadt, analysts in CBO’s Microeconomic Studies and Health Analysis Divisions, at the Association of Environmental and Resource Economists Summer Conference.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Understanding the Challenges of Street ChildrenSERUDS INDIA
By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
Donate Us
https://serudsindia.org/how-individuals-can-support-street-children-in-india/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
This session provides a comprehensive overview of the latest updates to the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (commonly known as the Uniform Guidance) outlined in the 2 CFR 200.
With a focus on the 2024 revisions issued by the Office of Management and Budget (OMB), participants will gain insight into the key changes affecting federal grant recipients. The session will delve into critical regulatory updates, providing attendees with the knowledge and tools necessary to navigate and comply with the evolving landscape of federal grant management.
Learning Objectives:
- Understand the rationale behind the 2024 updates to the Uniform Guidance outlined in 2 CFR 200, and their implications for federal grant recipients.
- Identify the key changes and revisions introduced by the Office of Management and Budget (OMB) in the 2024 edition of 2 CFR 200.
- Gain proficiency in applying the updated regulations to ensure compliance with federal grant requirements and avoid potential audit findings.
- Develop strategies for effectively implementing the new guidelines within the grant management processes of their respective organizations, fostering efficiency and accountability in federal grant administration.
ZGB - The Role of Generative AI in Government transformation.pdfSaeed Al Dhaheri
This keynote was presented during the the 7th edition of the UAE Hackathon 2024. It highlights the role of AI and Generative AI in addressing government transformation to achieve zero government bureaucracy
A process server is a authorized person for delivering legal documents, such as summons, complaints, subpoenas, and other court papers, to peoples involved in legal proceedings.
Canadian Immigration Tracker March 2024 - Key SlidesAndrew Griffith
Highlights
Permanent Residents decrease along with percentage of TR2PR decline to 52 percent of all Permanent Residents.
March asylum claim data not issued as of May 27 (unusually late). Irregular arrivals remain very small.
Study permit applications experiencing sharp decrease as a result of announced caps over 50 percent compared to February.
Citizenship numbers remain stable.
Slide 3 has the overall numbers and change.
Canadian Immigration Tracker March 2024 - Key Slides
Time to Teach: Teacher attendance and time on task in primary schools in Eastern and Southern Africa
1. Time to Teach
Teacher attendance and time on task in primary schools in
Eastern and Southern Africa
2. • Multi-country study investigating the
factors affecting teacher attendance
and time on task
• National governments, national research
institutes, UNICEF country and regional
offices and UNICEF Office of Research -
Innocenti
• Research funded by BMGF, Italy, MCF,
UK FCDO, UNICEF Education Thematic
Fund (mainly supported by Norway)
• September 2017 – March 2021 Note: The designations employed in the maps contained in this presentation do not imply
on the part of UNICEF the expression of any opinion whatsoever concerning the legal
status of any country or territory, or of its authorities or the delimitations of its frontiers.
Participating countries
Background
3. @
Rationale and Objectives
Rationale
Previous studies in primary schools
in Sub-Saharan Africa (World Bank
SDI, 2015)
14% - 45% absent from school
22% - 56% absent from class
Objectives
• ]
• Researching the factors associated
with teacher absenteeism and
variations across countries, types of
schools and teachers’ characteristics
• Finding out promising policies and
practices for addressing teacher
absenteeism
7. How frequently teachers reported being absent?
• ]
Absence from school (16%)
Late arrival/early departure (17%)
Classroom absence (14%)
Reduced time on task (17%)
Figure 1: Percentage of teachers who reported being
absent at least once a week, by form of absence and
country/territory
School and teacher characteristics that matter
School location: Rural (18%) vs. Urban (15%)
School governance: Public (17%) vs. Private (13%)
Teacher level of education: Secondary school
graduates (17%) vs. Primary school graduates (12%)
Teacher employment status: Volunteer (28%) vs. Non-
volunteer (16%)
Gender: not a predictor of absenteeism
8. Why are teachers absent?
• ]
Figure 2: Primary reasons for absenteeism by form of absenteeism
9. Education system factors affecting teacher
attendance
Teacher Monitoring
ü Monitoring capacity and leadership
skills of head teachers strongly
associated with increased
school attendance and time on
task
ü Frequency of inspection
visits associated with lower rates
of school absenteeism
and increased time on task
ü Greater community and parental
involvement associated with lower
school and classroom absenteeism
10. Education system factors affecting teacher
attendance
Only 60% of teachers reported having access to
training opportunities
Insufficient training associated with school and
classroom absenteeism and reduced time on task
Timing of in-service training counts. Teachers in
training reported higher school absenteeism than
their peers (40% vs 33%)
Teacher training
11. Education system factors affecting teacher
attendance
Only 31% of teachers are satisfied with their
pay and only 42% say it is sufficient to cover
monthly expenses
Low salaries do not always lead to absenteeism.
The timing and ease of receiving pay have more
impact on absenteeism than the amount that
teachers receive
Teachers who find receiving their salary
challenging are more likely to be frequently
absent from school and unpunctual
Teacher pay
12. Education system factors affecting teacher attendance
Only 55% of teachers
reported having enough
teaching and learning
materials (TLMs)
Teachers with adequate
access to TLMs are 2.6
times less likely to be
frequently absent from the
classroom and 2.3 times
less likely to reduce their
time on task
Teacher workload
and allocation
Teaching Materials
Administrative tasks is the main
reported reason for explaining
absence from the classroom
(62%)
Teachers reporting “too many
class preparation tasks (lessons
prep; correcting homework….)”
are 1.5 times more likely to
reduce teaching time in the
classroom
Inequitable teacher distribution
across schools and among
grades within schools
13. Non-system factors affecting teacher
attendance
Health
• Health is the most
frequent reason for
absence from school
(62%) and late
arrival/early
departure (53%) and
the second most
frequent reason for
being absent from the
classroom (51%)
•Teachers serving in
rural areas and
remote areas are
more prone to
health-related
absenteeism
Family
obligations
•Teachers distracted
by family obligations
are 1.45 times more
likely to reduce the
time they spend
teaching (while in the
classroom)
Weather
•Weather (heavy rain
and excessive heat) is
an important reason
for school absence
(27%) and late arrival
(39%)
•Weather is highly
associated with
teachers cancelling
classes and
shortening lessons
•School infrastructure
is critical for
understanding
weather-induced
absenteeism
Community
infrastructure
•Poor transportation
networks and
services are a
common reason of
teacher absence
(19%) and lack of
punctuality (22%)
•Teachers who cited
distance to school as
a reason for
absenteeism were 1.5
times more likely to
be absent from
school and 2.8 times
more likely to arrive
to school late or leave
school early
Conflict
•Interviewed teachers
and head teachers
(mostly in South
Sudan and northern
Kenya) stated that
lack of security is a
major driver of
teacher school
absenteeism and
desertion
Policy Implications
& Promising Practices
14. Kenya: Head teacher leadership training
Puntland: Community Education Committees
Comoros: Mothers’ engagement
Rwanda/Uganda: Fingerprint recognition
Implications and promising practices for the
COVID-19 era and beyond
Support head teachers in their role
as leaders and mentors
Boost parental engagement
COVID-Related: Reconceptualize
attendance and its monitoring
during remote/blended learning
Ensure that teacher training has a
strong practical component
Ensure that enough substitute
teachers are available to cover
teachers in training (during school
days)
COVID-Related: Provide training in
remote/blended learning, accelerated
learning and learning levels
assessment
Ensure the timely pay of teacher
salaries and improve access to
financial services
COVID-related: Protect education
financing in light of additional
funding needs and risk of funding
cuts during COVID-19 recovery
period
Monitoring Training Remuneration
Kenya/ Tanzania/ Mozambique:
Public service regulatory reforms
that ensure timeliness of payments
and improved access to financial
services (ATMs)
15. Implications and promising practices for the COVID-19
era and beyond
Provide teachers with
sufficient teaching and
learning materials
COVID-related: Adapt
teaching learning materials to
remote/blended/accelerated
learning and improve access
to ICT tools and connectivity
Strengthen inter-sectoral
collaboration to address factors
external to education, in
particular in relation to
health, community
infrastructure and security
concerns.
COVID-related: Safety
measures in school / classroom
Resources
Cross-sectoral
collaboration
Workload
Reduce administrative tasks
for teachers and incentivize
teaching time (vs class
preparation work) when in
classroom
Develop incentive strategies
to make postings in rural and
hardship areas more attractive
and enforce teacher allocation
rules
Zanzibar: Decentralization
of teacher recruitment and
allocation
Rwanda: Inter-ministerial
collaboration for housing teachers
Mozambique: Inter-ministerial
collaboration during COVID crisis
17. @
During school closures: some teachers expected to
teach remotely during school closure
Just under one third of ESAR countries required
to their teachers to teach remotely during school
closures
Yes
29%
No
71%
Countries in ESAR where teachers were
required to teach remotely during school
closures
Yes No
0%
5%
10%
15%
20%
25%
30%
35%
40%
36%
18% 18% 18% 9%
36%
How teachers were supported to
teach remotely?
Out of the countries that required teachers to teach
remotely, 36% of countries did not offer any support to
teacher for this new and challenging way of teaching.
18. During school closures: how did teachers support
learning remotely?
0%
10%
20%
30%
40%
50%
60%
70%
80%
Phone calls to students
or parents
Emails to students Text/WhatsApp
messaging to students
Home visits No specific
guidelines/efforts for
interaction
38% 38%
77%
8%
15%
What kinds of interactions were encouraged between teachers and
students/parents in ESAR countries?
19. As schools re-open: teacher training and support
to recover lost learning
Handwashing facilities not present or not
functioning in a significant proportion of
schools in ESAR countries
Insufficient teaching staff and overcrowded
classrooms to cover the needs required for
physical distance
Insufficient protection of teachers: absence
of PPE in some places and of specific
measures for at risk teachers with the
existing health conditions.
Limited training to support teachers adapt to
opening schools during a pandemic
About 38% of schools have no water service
Average of 16 of 21 ESAR countries for which we have data
Primary PQTR is approx. 46:1
Average of 10 of 21 ESAR countries for which data is available
in last three years
Only 1 in 10 ESAR countries indicated that they would be
adding teachers to reduce class size
http://tcg.uis.unesco.org/survey-education-covid-school-closures/
20. Education budget cuts and its
repercussions on teachers
Contraction
in education
spending in
ESAR
(UNICEF estimates
7%, Albright (2020)
estimates 10%)
Teachers
represent by
far the
largest part
of education
budget
(80%+)
•Pay freezes
•Recruitment
freezes
•Reduced
non-financial
support
(housing,
TLMs)
•Increased
PTR
•Deterioratin
g conditions
of service
21. @
Potential trends arising from coronavirus pandemic
Increased workload pressure on teachers – focus
on safety, double shifting, increase PTR as, in
fiscally restricted context, new teachers are not
recruited
Risks of irregular salary payment due to fiscal
restrictions
Classroom disruptions impact teacher’s sense of
efficacy and motivation: increased student learning
loss, increased push for digital learning solutions
Increased partnership with households
and communities to support learning
Increased intersectoral collaboration
arising from safety measures that enable
schools to better support learners
Access to ICT to support teachers
improve teaching and learning
Stresses on
teachers Support to
teachers
24. Learning Crisis/Poverty
53% of children in low- and middle-income
countries are in “learning poverty”
In Sub-Saharan Africa (SSA), learning
poverty is 87% with significant variation
among countries (World Bank, 2019)
Teachers are a critical prerequisite to
learning
15 to 45% of primary school teachers in
SSA are absent from school and 23 to
57% are absent from the classroom
(SDI, 2015)
Note: this map was elaborated using latest available data on “Learning poverty: Share of Children at the
End-of-Primary age below minimum reading proficiency adjusted by Out-of-School Children (%)” from :
Learning Poverty (October 2019), The World Bank and UNESCO Institute of Statistics
(https://datacatalog.worldbank.org/dataset/learning-poverty)
25. Number of study participants
by level of analysis and data collection method
26. 4.2
4.4
4.6
4.8
5.0
5.2
0
20
40
60
80
100
120
140
160
180
200
220
240
260
280
300
320
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020p 2021p
Percentage
of
GDP
US$,
2011
constanr
prices
ESAR Average-Per Capita Government Expenditure on Education (2011$, constant prices) ESAR Average- Government Expenditure on Education (% of GDP), Right axis
Average government expenditure on education in ESA,
2000-2021, (in per capita terms and as a % of GDP)
Editor's Notes
Total number of participants: 4,345 participants
Including 2,200 teachers in 180 primary schools – private/public/ rural/urban
Teachers are well known as a key player in the learning process and, as we’ve seen, face considerable barriers to time on task. Then in 2020, the COVID19 pandemic has disrupted schooling for most teachers and learners and has called for new responses from and demands upon teachers.
We are just beginning to learn about what this impact is on teachers and will use 5 mins to share some reflections on this. There are basically three points:
Many teachers were expected at short notice to adapt to remote teaching and learning
Teachers are working in challenging circumstances to reopen schools effectively
Reduced government expenditure on education might add to burdens on teachers
Source: UNESCO/WB/UNICEF joint survey – data from governments (UIS focal point – planning department)
14 out of 21 countries – do not name as survey is confidential The second graph is a subset of the 29%
Only answered by the 29%
Issues arising:
How to ensure effectiveness of remote lessons?
How to ensure remote student’s assessments?
Education is a foundation for economic development and growth and for individuals wellbeing.
However, there is currently a learning crisis.
In the world progress in reducing learning poverty is far too slow to meet the SDG aspirations