Policy report
Silvia Peirolo, Ximena Játiva
UNICEF Office of Research - Innocenti, 2021
UNICEF Office of Research - Innocenti, 2021
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APA
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Peirolo, S., & Játiva, X. (2021). Time to Teach: Understanding teacher attendance and time on task in primary schools in Liberia.
Chicago/Turabian
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Peirolo, Silvia, and Ximena Játiva. “Time to Teach: Understanding Teacher Attendance and Time on Task in Primary Schools in Liberia” (2021).
MLA
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Peirolo, Silvia, and Ximena Játiva. Time to Teach: Understanding Teacher Attendance and Time on Task in Primary Schools in Liberia. UNICEF Office of Research - Innocenti, 2021.
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@article{silvia2021a,
title = {Time to Teach: Understanding teacher attendance and time on task in primary schools in Liberia},
year = {2021},
publisher = {UNICEF Office of Research - Innocenti},
author = {Peirolo, Silvia and Játiva, Ximena}
}
Abstract
In Liberia, recurring school absenteeism and post abandonment are considered critical obstacles to quality education. Although national political actors recognize absenteeism as a major impediment to quality education, studies on the factors influencing teacher attendance in the country, including national policies and practices at the community and school levels, remain scarce. Also, there is a lack of knowledge on the direct and indirect ways the coronavirus pandemic and the measures adopted to contain it impact primary school teachers. This Time to Teach study seeks to fill these knowledge gaps.
In Liberia, recurring school absenteeism and post abandonment are considered critical obstacles to quality education. Although national political actors recognize absenteeism as a major impediment to quality education, studies on the factors influencing teacher attendance in the country, including national policies and practices at the community and school levels, remain scarce. Also, there is a lack of knowledge on the direct and indirect ways the coronavirus pandemic and the measures adopted to contain it impact primary school teachers. This Time to Teach study seeks to fill these knowledge gaps.
The report provides valuable insights into how the COVID-19 crisis may exacerbate existing education system challenges that affect teacher attendance and time on task. It also collects and strengthens the evidence base on the factors affecting the various dimensions of primary school teacher attendance to inform the design and implementation of teacher policies.
