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The principal objective of the Time to Teach study in Ghana is to generate evidence on the determinants of teacher absenteeism in pre-tertiary schools, and to provide potential recommendations for...

The Time to Teach study seeks to support both federal and state governments by providing a comprehensive understanding of teacher attendance in Nigeria’s primary schools. It also aims to provide...

Past studies have identified low teacher attendance as a significant barrier to achieving quality universal education in Mozambique. Time to Teach is a mixed-methods project, involving interviews...

In Tanzania Mainland, available data show that teachers’ attendance is a persistent challenge. While the stark numbers are available, the evidence-base on which factors, policies and practices affect...

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...

This Time to Teach study collates and strengthens the evidence base on primary school teacher absenteeism in Kenya. The study uses a mix of qualitative and quantitative research methods to provide...

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...

The Time to Teach research initiative addresses questions centred on identifying the different manifestations of teachers’ time-on-task and identifying the interactions between factors at different...

The Time to Teach 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...

This document presents ICT Competency Standards for Teachers in Tanzania which define the competency outcomes and the supporting knowledge and skills that are needed to utilize ICT in teaching. It...

This document presents the reflections, discussions and recommendations that derived from the meeting of the Southern Africa Development Community task team for teacher standards, that took place in...

أعدَّت بوركينا فاسو استراتيجيةً وطنيةً بشأن مسألة التعليم (SNAQUE) للفترة 2021-2025. قد وُضعَت هذه الاستراتيجية لأسبابٍ عديدة؛ منها الرغبة في الوفاء بالالتزامات المقطوعة إلى جانب المجتمع الدولي، ولا...