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

Author

Listed:
  • Brianna Guidorzi
  • Despina Karamperidou
  • UNICEF Office of Research - Innocenti

Abstract

Teacher absenteeism constitutes a significant barrier to achieving quality universal education. There is mounting evidence that teacher absenteeism is a challenge in low- and middle-income countries around the globe. The rates of teacher absence in these countries varies between 3 to 27 per cent. Within these average national prevalence rates, it is suspected that absenteeism may be higher in poorer, rural areas. Due to a dearth of research on teacher absenteeism, the consequences of this phenomenon are not fully evident. However, it is clear that countries are losing valuable resources they channelled into their education systems. This study moves beyond the conventional conception of teacher absenteeism—that of absence from school—to include other forms of absenteeism. The reasoning behind such a broad framing is that increasing evidence shows that school attendance does not necessarily equate to other forms of presence, including punctuality, being in the classroom, teaching for the proper duration, and teaching effectively.

Suggested Citation

  • Brianna Guidorzi & Despina Karamperidou & UNICEF Office of Research - Innocenti, 2020. "Time to Teach: Teacher attendance and time on task in in primary schools in Rwanda," Papers inorer1156, Innocenti Research Report.
    • Handle: RePEc:ucf:inorer:inorer1156
    as

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