Time to Teach: Teacher Attendance and Time on Task in Secondary Schools in Rwanda

Autor/inn/en	Akseer, Spogmai; Játiva, Ximena
Institution	UNICEF Office of Research – Innocenti (Italy)
Titel	Time to Teach: Teacher Attendance and Time on Task in Secondary Schools in Rwanda
Quelle	(2021), (60 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Foreign Countries; Teacher Attendance; Time Management; Teacher Behavior; Employee Absenteeism; Teaching Conditions; Teacher Salaries; Teacher Employment Benefits; Language of Instruction; Accountability; Public Schools; Private Schools; Educational Resources; Housing; Transportation; Climate; Parent Participation; Faculty Workload; Instructional Leadership; Leadership Responsibility; Principals; Health; Family Work Relationship; Barriers; Social Responsibility; Pedagogical Content Knowledge; Classroom Techniques; Faculty Development; Teacher Responsibility; Teaching Skills; Teacher Education; COVID-19; Pandemics; Secondary Schools; Rwanda + Suchen Sie Ihr Suchwort? Ausland; Zeitmanagement; Teacher behaviour; Lehrerverhalten; Employee; Absenteeism; Absentismus; Lehrbedingungen; Unterrichtsbedingungen; Lehrerbesoldung; Lehrervergütung; Teaching language; Unterrichtssprache; Verantwortung; Public school; Öffentliche Schule; Private school; Privatschule; Bildungsmittel; Unterkunft; Verkehrswesen; Klima; Elternmitwirkung; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Gesundheit; Soziale Verantwortung; Pädagogische Kompetenz; Klassenführung; Lehrverpflichtung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrerausbildung; Lehrerbildung; Sekundarschule; Ruanda
Abstract	In Rwanda, over 3.5 million children were estimated to be out of school in 2020 when the country closed all schools as a safety measure against the spread of COVID-19. The government quickly developed a national response plan and started the process of hiring teachers, constructing classrooms and training in-service teachers in remote-learning pedagogies. Prior to the lockdown, schools were already experiencing challenges, including low attendance rates. In the post-COVID-19 environment, learning losses are expected to be significant, especially on the acquisition of foundational skills, and will hinder the ministry's efforts to achieve the learning outcomes of its new competence-based curriculum. A Time to Teach study in 2020 in Rwanda found that low teacher attendance was a common problem in primary schools. This study seeks to support the Ministry of Education by providing a comprehensive understanding of secondary school teacher attendance in the country. It builds on findings from the primary schools' study, to understand how attendance challenges may be similar or different across education levels, and more importantly, how these can help inform teacher policy design and implementation. (As Provided).
Anmerkungen	UNICEF Office of Research - Innocenti. Via degli Alfani 58, 50121, Florence, Italy. Tel: 39-055-20330; Fax: 39-055-2033220; e-mail: florence@unicef.org; Web site: https://www.unicef-irc.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01