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The report synthesizes findings from the region’s data and presents promising practices and policy recommendations across monitoring, training, remuneration and strikes, recruitment and workload, teaching materials, health and safety, and weather, transport, and infrastructure. 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It undertakes research on emerging or current issues in order to inform the strategic direction, policies and programmes of UNICEF and its partners, shape global debates on child rights and development, and inform the global research and policy agenda for all children, and particularly for the most vulnerable.  \nOffice of Research – Innocenti publications are contributions to a global debate on children and may not necessarily reflect UNICEF policies or approaches.  \nThe Office of Research – Innocenti receives financial support from the Government of Italy, while funding for specific projects is also provided by other governments, international institutions and private sources, including UNICEF National Committees.  \nThe findings, interpretations and conclusions expressed in this paper are those of the authors and do not necessarily reflect the views of UNICEF.  \nThis paper has been peer reviewed both externally and within UNICEF.  \nThe text has not been edited to official publications standards and UNICEF accepts no responsibility for errors.  \nExtracts from this publication may be freely reproduced with due acknowledgement. Requests to utilize larger portions or the full publication should be addressed to the Communications Unit at: [Florence@unicef.org](Florence@unicef.org).  \nAny part of this publication may be freely reproduced if accompanied by the following citation: Játiva, X. , Karamperidou, D. , Mills, M. , Vindrola, S. , Wedajo,H. , Dsouza, A. , and Bergmann,J. , Time to Teach – Teacher attendance and time on task in West and Central Africa, UNICEF Office of Research – Innocenti, Florence, 2022.  \nCorrespondence should be addressed to:  \nUNICEF Office of Research – Innocenti Via degli Alfani, 58  \n50121 Florence, Italy  \nTel: (+39) 055 20 330  \nFax: (+39) 055 2033 220 [researchpublications@unicef.org](researchpublications@unicef.org)[ ](researchpublications@unicef.org)[www.unicef-irc.org](www.unicef-irc.org)[ ](www.unicef-irc.org)@UNICEFInnocenti on Twitter, LinkedIn, Facebook, Instagram and YouTube  \n© 2022 United Nations Children’s Fund (UNICEF)  \nCover photo: © UNICEF/UN0443348/Dejongh  \nGraphic design: Small World Stories  \nTime to Teach  \nTeacher attendance and time on task in West and Central Africa  \nXimena Játiva, Despina Karamperidou, Michelle Mills, Stefania Vindrola, Hanna Wedajo, Andrea Dsouza and Jessica Bergmann  \nJune 2022  \nTeacher attendance and time on task in West and Central Africa  \nContents  \nForeword 7  \nAcknowledgements 8  \nExecutive summary 9  \nKey findings and recommendations 10  \n1. Introduction 13  \n1.1 Context and rationale 13  \n1.2 Objectives 15  \n1.3 Design and methods 15  \n2. Findings 19  \n2.1 How frequently teachers report being absent? 19  \n2.2 Why are teachers absent? 20  \n2.3 Education system factors affecting teacher attendance 21  \n2.5 Factors outside of the education system affecting teacher attendance 37  \n3. Promising practices and policy recommendations 41  \n3.1 Monitoring 41  \n3.2 Training 43  \n3.3 Remuneration and strikes 44  \n3.4 Recruitment, allocation and workload 45  \n3.5 Teaching and learning materials (TLMs) 46  \n3.6 Health and safety of teachers and their families 47  \n3.7 Weather, transport, and infrastructure 48  \nAnnexes 49  \nAnnex 1. Service Delivery Indicators (SDI) survey findings, by country 49  \nAnnex 2. The cost of teacher absenteeism 50  \nAnnex 3. Exploratory framework 51  \nAnnex 4. Time to Teach Teacher Survey 52  \nAnnex 5. Frequency of teacher absenteeism (self-reported), by form of absence 59  \nAnnex 8. Recurrent absenteeism and selected teacher characteristics 64  \nAnnex 9. Selected teacher views and opinions, by locality and ty","cbCainGb2lyfr70e","https://ap.wps.com/l/cbCainGb2lyfr70e","pdf",9814629,68,"English","# Foreword\n# Acknowledgements\n# Executive summary\n# Key findings and recommendations\n# 1. Introduction\n## 1.1 Context and rationale\n## 1.2 Objectives\n## 1.3 Design and methods\n# 2. Findings\n## 2.1 How frequently teachers report being absent?\n## 2.2 Why are teachers absent?\n## 2.3 Education system factors affecting teacher attendance\n## 2.5 Factors outside of the education system affecting teacher attendance\n# 3. Promising practices and policy recommendations\n## 3.1 Monitoring\n## 3.2 Training\n## 3.3 Remuneration and strikes\n## 3.4 Recruitment, allocation and workload\n## 3.5 Teaching and learning materials (TLMs)\n## 3.6 Health and safety of teachers and their families\n## 3.7 Weather, transport, and infrastructure\n# Annexes","[{\"question\":\"How frequently do teachers report being absent in West and Central Africa?\",\"answer\":\"The report analyzes how often teachers report being absent, including frequency such as absences reported at least once a week, using survey findings across 11 countries.\"},{\"question\":\"What are the main reasons teachers are absent?\",\"answer\":\"Findings distinguish primary reasons for absenteeism by form of absence and also identify factors affecting attendance both within the education system and outside it.\"},{\"question\":\"What policy and practice recommendations does the report propose?\",\"answer\":\"Recommendations address monitoring, training, remuneration and strikes, recruitment and workload, teaching and learning materials, health and safety, and also weather, transport, and infrastructure.\"}]","Time to Teach - Teacher attendance and time on task in West and Central Africa | PDF",1792062263,171]