Contact

MIC Director:
Allen Bailochan Tuladhar
Email: b-altula@microsoft.com

MIC Manager:
Junu Thapa
Email: b-juthap@microsoft.com
Minimize

Teacher Abseentism


Teacher Abseentism

Background

Quality of education starts with teachers’ “warm body” inside the classroom.  However, one of the issues that media has been raising regularly, as well as UNICEF’s monitoring report is on teachers’ absenteeism, meaning teachers missing classes, and on school opening days.

In October 2009, UNICEF Nepal contracted the Teachers’ Union of Nepal to undertake an assessment of seasonal factors impacting school attendance in selected schools of the Karnali zone in order to produce recommendations on strategies to reduce student and teacher absenteeism in the region. The study collected qualitative and quantitative data through focus group discussion, interactions, structured questionnaires and school attendance registers from respondents including head-teachers, teachers, students, members of School Management Committees (SMCs) and Parent–Teacher Associations (PTAs), parents, community members, District Education Officers, Resource Persons and School Supervisors associated with 18 primary and secondary schools in the districts of Jumla, Humla and Dolpa. 

Problem

The main finding of the study mentioned above was that for schools in the region, approximately 83 schooldays are lost each year through absences linked to seasonal events. This is nearly 38 per cent lower than the government standard of 220 school-days per year. This does not include school-days lost for non-seasonal factors.

Students identified as most likely to be absent were children from poor families, followed by Dalit children, children from households engaged in agriculture or livestock-raising, girls, and children living far from school. The main seasonal factors cited for student absences were yarchagumba collection and harvesting/planting in May and June; temporary settlement away from school during the farming season also in May and June; hay-making in August and September; migration away from the Karnali region to avoid cold weather in December, January and February; and local festivals in February, May, August and November. Non-seasonal factors included family poverty meaning that children had to work to supplement family incomes rather than attend school; lack of parental awareness on the importance of education, especially for girls and children from Dalit families; teacher absenteeism; lack of child-friendly classrooms and teaching–learning practices, including lack of adequate weather protection; school located far from home, making it difficult for some children to reach school especially during adverse weather conditions; and untimely textbook distribution.

Teachers identified as most likely to be absent were those originating from outside the district, followed by those attending training and seminars or involved in higher education, local teachers, and female teachers. The main seasonal factors cited for teacher absences were early departure for vacations in September/October and December; late return after vacations in October/November and February; yarchagumba collection in May and June; involvement in faming activities during May/June, August/September and November; and migration away from the Karnali region to avoid cold weather in December, January and February. The main non-seasonal factors cited for teacher absences were poor management of teachers in schools, with no District Education Officer nor School Management Committee mechanism to regulate teacher absences; participation in teacher training, with no system for providing a substitute during these periods; involvement in secondary occupation such as trade or business, causing teachers to miss classes; and engagement in activities for Teachers’ Union, political parties, or NGOs. 

The main problems highlighted by study respondents in addressing student and teacher absenteeism included the lack of effective mechanism for supervising, monitoring and controlling student and teacher attendance; the lack of adequate teachers’ positions in schools; inaccuracy of school attendance records; inflexibility in the development of individualized school calendars; the inability of School Management Committees to monitor student and teacher attendance in their schools; the lack of accountability for head-teachers and teachers; the lack of safe, weather-protected, child-friendly school facilities and teachers trained in child centered teaching–learning methodologies; and generally low awareness by parents/guardians of the importance of education and the need for regular school attendance.

One of the major recommendations from the study was to develop a strong regulatory and monitoring mechanism.  Furthermore, it states that monitoring and supervision of the education system should be enhanced, with a system of assessment to review performance at each level. The District Education Officer should be empowered to strengthen school monitoring. School Supervisor positions should be filled, and made functional and effective. School Supervisors should be motivated with incentives and rewards, based on their performance. 

Need

While the above recommendation is ideal and will help to strengthen the system, it is necessary to think “out of the box” and bring a paradigm shift in the school monitoring system.  Instead of duty bearers, it is time to seek the alternative and the key stakeholders, which are students, to monitor the school as well as the absenteeism of the teachers.

Students come to school with a thirst for education. However, the continual pattern seen with absent teachers hinders this learning opportunity. To control this issue better, teacher absences should be closely monitored by students to secure their education. Rural areas like the Midwest and Terai districts struggle more from teacher abseentism.

An application that uses technology to build a monitoring system usable by students to report on cases where teachers don’t come to classrooms is needed.

With the applications, students should be allowed to keep record and report on three areas:

1.      No. of days schools open;

2.      No. of days teaching or learning took place;

3.      No. teachers absent and no. of days they are absent and the reasons for their absence 

- See more at: http://www.micnepal.org/EventsActivities/ChildApp/ChildEducation.aspx#sthash.KI6rx9px.dpuf

Teacher Abseentism

Background

Quality of education starts with teachers’ “warm body” inside the classroom.  However, one of the issues that media has been raising regularly, as well as UNICEF’s monitoring report is on teachers’ absenteeism, meaning teachers missing classes, and on school opening days.

In October 2009, UNICEF Nepal contracted the Teachers’ Union of Nepal to undertake an assessment of seasonal factors impacting school attendance in selected schools of the Karnali zone in order to produce recommendations on strategies to reduce student and teacher absenteeism in the region. The study collected qualitative and quantitative data through focus group discussion, interactions, structured questionnaires and school attendance registers from respondents including head-teachers, teachers, students, members of School Management Committees (SMCs) and Parent–Teacher Associations (PTAs), parents, community members, District Education Officers, Resource Persons and School Supervisors associated with 18 primary and secondary schools in the districts of Jumla, Humla and Dolpa. 

Problem

The main finding of the study mentioned above was that for schools in the region, approximately 83 schooldays are lost each year through absences linked to seasonal events. This is nearly 38 per cent lower than the government standard of 220 school-days per year. This does not include school-days lost for non-seasonal factors.

Students identified as most likely to be absent were children from poor families, followed by Dalit children, children from households engaged in agriculture or livestock-raising, girls, and children living far from school. The main seasonal factors cited for student absences were yarchagumba collection and harvesting/planting in May and June; temporary settlement away from school during the farming season also in May and June; hay-making in August and September; migration away from the Karnali region to avoid cold weather in December, January and February; and local festivals in February, May, August and November. Non-seasonal factors included family poverty meaning that children had to work to supplement family incomes rather than attend school; lack of parental awareness on the importance of education, especially for girls and children from Dalit families; teacher absenteeism; lack of child-friendly classrooms and teaching–learning practices, including lack of adequate weather protection; school located far from home, making it difficult for some children to reach school especially during adverse weather conditions; and untimely textbook distribution.

Teachers identified as most likely to be absent were those originating from outside the district, followed by those attending training and seminars or involved in higher education, local teachers, and female teachers. The main seasonal factors cited for teacher absences were early departure for vacations in September/October and December; late return after vacations in October/November and February; yarchagumba collection in May and June; involvement in faming activities during May/June, August/September and November; and migration away from the Karnali region to avoid cold weather in December, January and February. The main non-seasonal factors cited for teacher absences were poor management of teachers in schools, with no District Education Officer nor School Management Committee mechanism to regulate teacher absences; participation in teacher training, with no system for providing a substitute during these periods; involvement in secondary occupation such as trade or business, causing teachers to miss classes; and engagement in activities for Teachers’ Union, political parties, or NGOs. 

The main problems highlighted by study respondents in addressing student and teacher absenteeism included the lack of effective mechanism for supervising, monitoring and controlling student and teacher attendance; the lack of adequate teachers’ positions in schools; inaccuracy of school attendance records; inflexibility in the development of individualized school calendars; the inability of School Management Committees to monitor student and teacher attendance in their schools; the lack of accountability for head-teachers and teachers; the lack of safe, weather-protected, child-friendly school facilities and teachers trained in child centered teaching–learning methodologies; and generally low awareness by parents/guardians of the importance of education and the need for regular school attendance.

One of the major recommendations from the study was to develop a strong regulatory and monitoring mechanism.  Furthermore, it states that monitoring and supervision of the education system should be enhanced, with a system of assessment to review performance at each level. The District Education Officer should be empowered to strengthen school monitoring. School Supervisor positions should be filled, and made functional and effective. School Supervisors should be motivated with incentives and rewards, based on their performance. 

 

Need

While the above recommendation is ideal and will help to strengthen the system, it is necessary to think “out of the box” and bring a paradigm shift in the school monitoring system.  Instead of duty bearers, it is time to seek the alternative and the key stakeholders, which are students, to monitor the school as well as the absenteeism of the teachers.

Students come to school with a thirst for education. However, the continual pattern seen with absent teachers hinders this learning opportunity. To control this issue better, teacher absences should be closely monitored by students to secure their education. Rural areas like the Midwest and Terai districts struggle more from teacher abseentism.

An application that uses technology to build a monitoring system usable by students to report on cases where teachers don’t come to classrooms is needed.

With the applications, students should be allowed to keep record and report on three areas:

1.      No. of days schools open;

2.      No. of days teaching or learning took place;

3.      No. teachers absent and no. of days they are absent and the reasons for their absence


Teacher Abseentism

Background

Quality of education starts with teachers’ “warm body” inside the classroom.  However, one of the issues that media has been raising regularly, as well as UNICEF’s monitoring report is on teachers’ absenteeism, meaning teachers missing classes, and on school opening days.

In October 2009, UNICEF Nepal contracted the Teachers’ Union of Nepal to undertake an assessment of seasonal factors impacting school attendance in selected schools of the Karnali zone in order to produce recommendations on strategies to reduce student and teacher absenteeism in the region. The study collected qualitative and quantitative data through focus group discussion, interactions, structured questionnaires and school attendance registers from respondents including head-teachers, teachers, students, members of School Management Committees (SMCs) and Parent–Teacher Associations (PTAs), parents, community members, District Education Officers, Resource Persons and School Supervisors associated with 18 primary and secondary schools in the districts of Jumla, Humla and Dolpa. 

Problem

The main finding of the study mentioned above was that for schools in the region, approximately 83 schooldays are lost each year through absences linked to seasonal events. This is nearly 38 per cent lower than the government standard of 220 school-days per year. This does not include school-days lost for non-seasonal factors.

Students identified as most likely to be absent were children from poor families, followed by Dalit children, children from households engaged in agriculture or livestock-raising, girls, and children living far from school. The main seasonal factors cited for student absences were yarchagumba collection and harvesting/planting in May and June; temporary settlement away from school during the farming season also in May and June; hay-making in August and September; migration away from the Karnali region to avoid cold weather in December, January and February; and local festivals in February, May, August and November. Non-seasonal factors included family poverty meaning that children had to work to supplement family incomes rather than attend school; lack of parental awareness on the importance of education, especially for girls and children from Dalit families; teacher absenteeism; lack of child-friendly classrooms and teaching–learning practices, including lack of adequate weather protection; school located far from home, making it difficult for some children to reach school especially during adverse weather conditions; and untimely textbook distribution.

Teachers identified as most likely to be absent were those originating from outside the district, followed by those attending training and seminars or involved in higher education, local teachers, and female teachers. The main seasonal factors cited for teacher absences were early departure for vacations in September/October and December; late return after vacations in October/November and February; yarchagumba collection in May and June; involvement in faming activities during May/June, August/September and November; and migration away from the Karnali region to avoid cold weather in December, January and February. The main non-seasonal factors cited for teacher absences were poor management of teachers in schools, with no District Education Officer nor School Management Committee mechanism to regulate teacher absences; participation in teacher training, with no system for providing a substitute during these periods; involvement in secondary occupation such as trade or business, causing teachers to miss classes; and engagement in activities for Teachers’ Union, political parties, or NGOs. 

The main problems highlighted by study respondents in addressing student and teacher absenteeism included the lack of effective mechanism for supervising, monitoring and controlling student and teacher attendance; the lack of adequate teachers’ positions in schools; inaccuracy of school attendance records; inflexibility in the development of individualized school calendars; the inability of School Management Committees to monitor student and teacher attendance in their schools; the lack of accountability for head-teachers and teachers; the lack of safe, weather-protected, child-friendly school facilities and teachers trained in child centered teaching–learning methodologies; and generally low awareness by parents/guardians of the importance of education and the need for regular school attendance.

One of the major recommendations from the study was to develop a strong regulatory and monitoring mechanism.  Furthermore, it states that monitoring and supervision of the education system should be enhanced, with a system of assessment to review performance at each level. The District Education Officer should be empowered to strengthen school monitoring. School Supervisor positions should be filled, and made functional and effective. School Supervisors should be motivated with incentives and rewards, based on their performance. 

Need

While the above recommendation is ideal and will help to strengthen the system, it is necessary to think “out of the box” and bring a paradigm shift in the school monitoring system.  Instead of duty bearers, it is time to seek the alternative and the key stakeholders, which are students, to monitor the school as well as the absenteeism of the teachers.

Students come to school with a thirst for education. However, the continual pattern seen with absent teachers hinders this learning opportunity. To control this issue better, teacher absences should be closely monitored by students to secure their education. Rural areas like the Midwest and Terai districts struggle more from teacher abseentism.

An application that uses technology to build a monitoring system usable by students to report on cases where teachers don’t come to classrooms is needed.

With the applications, students should be allowed to keep record and report on three areas:

1.      No. of days schools open;

2.      No. of days teaching or learning took place;

3.      No. teachers absent and no. of days they are absent and the reasons for their absence 

- See more at: http://www.micnepal.org/EventsActivities/ChildApp/ChildEducation.aspx#sthash.KI6rx9px.dpuf
Download the team registration form for ChildApp Appathon here !

Teacher Abseentism

Background

Quality of education starts with teachers’ “warm body” inside the classroom.  However, one of the issues that media has been raising regularly, as well as UNICEF’s monitoring report is on teachers’ absenteeism, meaning teachers missing classes, and on school opening days.

In October 2009, UNICEF Nepal contracted the Teachers’ Union of Nepal to undertake an assessment of seasonal factors impacting school attendance in selected schools of the Karnali zone in order to produce recommendations on strategies to reduce student and teacher absenteeism in the region. The study collected qualitative and quantitative data through focus group discussion, interactions, structured questionnaires and school attendance registers from respondents including head-teachers, teachers, students, members of School Management Committees (SMCs) and Parent–Teacher Associations (PTAs), parents, community members, District Education Officers, Resource Persons and School Supervisors associated with 18 primary and secondary schools in the districts of Jumla, Humla and Dolpa. 

Problem

The main finding of the study mentioned above was that for schools in the region, approximately 83 schooldays are lost each year through absences linked to seasonal events. This is nearly 38 per cent lower than the government standard of 220 school-days per year. This does not include school-days lost for non-seasonal factors.

Students identified as most likely to be absent were children from poor families, followed by Dalit children, children from households engaged in agriculture or livestock-raising, girls, and children living far from school. The main seasonal factors cited for student absences were yarchagumba collection and harvesting/planting in May and June; temporary settlement away from school during the farming season also in May and June; hay-making in August and September; migration away from the Karnali region to avoid cold weather in December, January and February; and local festivals in February, May, August and November. Non-seasonal factors included family poverty meaning that children had to work to supplement family incomes rather than attend school; lack of parental awareness on the importance of education, especially for girls and children from Dalit families; teacher absenteeism; lack of child-friendly classrooms and teaching–learning practices, including lack of adequate weather protection; school located far from home, making it difficult for some children to reach school especially during adverse weather conditions; and untimely textbook distribution.

Teachers identified as most likely to be absent were those originating from outside the district, followed by those attending training and seminars or involved in higher education, local teachers, and female teachers. The main seasonal factors cited for teacher absences were early departure for vacations in September/October and December; late return after vacations in October/November and February; yarchagumba collection in May and June; involvement in faming activities during May/June, August/September and November; and migration away from the Karnali region to avoid cold weather in December, January and February. The main non-seasonal factors cited for teacher absences were poor management of teachers in schools, with no District Education Officer nor School Management Committee mechanism to regulate teacher absences; participation in teacher training, with no system for providing a substitute during these periods; involvement in secondary occupation such as trade or business, causing teachers to miss classes; and engagement in activities for Teachers’ Union, political parties, or NGOs. 

The main problems highlighted by study respondents in addressing student and teacher absenteeism included the lack of effective mechanism for supervising, monitoring and controlling student and teacher attendance; the lack of adequate teachers’ positions in schools; inaccuracy of school attendance records; inflexibility in the development of individualized school calendars; the inability of School Management Committees to monitor student and teacher attendance in their schools; the lack of accountability for head-teachers and teachers; the lack of safe, weather-protected, child-friendly school facilities and teachers trained in child centered teaching–learning methodologies; and generally low awareness by parents/guardians of the importance of education and the need for regular school attendance.

One of the major recommendations from the study was to develop a strong regulatory and monitoring mechanism.  Furthermore, it states that monitoring and supervision of the education system should be enhanced, with a system of assessment to review performance at each level. The District Education Officer should be empowered to strengthen school monitoring. School Supervisor positions should be filled, and made functional and effective. School Supervisors should be motivated with incentives and rewards, based on their performance. 

Need

While the above recommendation is ideal and will help to strengthen the system, it is necessary to think “out of the box” and bring a paradigm shift in the school monitoring system.  Instead of duty bearers, it is time to seek the alternative and the key stakeholders, which are students, to monitor the school as well as the absenteeism of the teachers.

Students come to school with a thirst for education. However, the continual pattern seen with absent teachers hinders this learning opportunity. To control this issue better, teacher absences should be closely monitored by students to secure their education. Rural areas like the Midwest and Terai districts struggle more from teacher abseentism.

An application that uses technology to build a monitoring system usable by students to report on cases where teachers don’t come to classrooms is needed.

With the applications, students should be allowed to keep record and report on three areas:

1.      No. of days schools open;

2.      No. of days teaching or learning took place;

3.      No. teachers absent and no. of days they are absent and the reasons for their absence 

- See more at: http://www.micnepal.org/EventsActivities/ChildApp/ChildEducation.aspx#sthash.KI6rx9px.dpuf

Teacher Abseentism

Background

Quality of education starts with teachers’ “warm body” inside the classroom.  However, one of the issues that media has been raising regularly, as well as UNICEF’s monitoring report is on teachers’ absenteeism, meaning teachers missing classes, and on school opening days.

In October 2009, UNICEF Nepal contracted the Teachers’ Union of Nepal to undertake an assessment of seasonal factors impacting school attendance in selected schools of the Karnali zone in order to produce recommendations on strategies to reduce student and teacher absenteeism in the region. The study collected qualitative and quantitative data through focus group discussion, interactions, structured questionnaires and school attendance registers from respondents including head-teachers, teachers, students, members of School Management Committees (SMCs) and Parent–Teacher Associations (PTAs), parents, community members, District Education Officers, Resource Persons and School Supervisors associated with 18 primary and secondary schools in the districts of Jumla, Humla and Dolpa. 

Problem

The main finding of the study mentioned above was that for schools in the region, approximately 83 schooldays are lost each year through absences linked to seasonal events. This is nearly 38 per cent lower than the government standard of 220 school-days per year. This does not include school-days lost for non-seasonal factors.

Students identified as most likely to be absent were children from poor families, followed by Dalit children, children from households engaged in agriculture or livestock-raising, girls, and children living far from school. The main seasonal factors cited for student absences were yarchagumba collection and harvesting/planting in May and June; temporary settlement away from school during the farming season also in May and June; hay-making in August and September; migration away from the Karnali region to avoid cold weather in December, January and February; and local festivals in February, May, August and November. Non-seasonal factors included family poverty meaning that children had to work to supplement family incomes rather than attend school; lack of parental awareness on the importance of education, especially for girls and children from Dalit families; teacher absenteeism; lack of child-friendly classrooms and teaching–learning practices, including lack of adequate weather protection; school located far from home, making it difficult for some children to reach school especially during adverse weather conditions; and untimely textbook distribution.

Teachers identified as most likely to be absent were those originating from outside the district, followed by those attending training and seminars or involved in higher education, local teachers, and female teachers. The main seasonal factors cited for teacher absences were early departure for vacations in September/October and December; late return after vacations in October/November and February; yarchagumba collection in May and June; involvement in faming activities during May/June, August/September and November; and migration away from the Karnali region to avoid cold weather in December, January and February. The main non-seasonal factors cited for teacher absences were poor management of teachers in schools, with no District Education Officer nor School Management Committee mechanism to regulate teacher absences; participation in teacher training, with no system for providing a substitute during these periods; involvement in secondary occupation such as trade or business, causing teachers to miss classes; and engagement in activities for Teachers’ Union, political parties, or NGOs. 

The main problems highlighted by study respondents in addressing student and teacher absenteeism included the lack of effective mechanism for supervising, monitoring and controlling student and teacher attendance; the lack of adequate teachers’ positions in schools; inaccuracy of school attendance records; inflexibility in the development of individualized school calendars; the inability of School Management Committees to monitor student and teacher attendance in their schools; the lack of accountability for head-teachers and teachers; the lack of safe, weather-protected, child-friendly school facilities and teachers trained in child centered teaching–learning methodologies; and generally low awareness by parents/guardians of the importance of education and the need for regular school attendance.

One of the major recommendations from the study was to develop a strong regulatory and monitoring mechanism.  Furthermore, it states that monitoring and supervision of the education system should be enhanced, with a system of assessment to review performance at each level. The District Education Officer should be empowered to strengthen school monitoring. School Supervisor positions should be filled, and made functional and effective. School Supervisors should be motivated with incentives and rewards, based on their performance. 

Need

While the above recommendation is ideal and will help to strengthen the system, it is necessary to think “out of the box” and bring a paradigm shift in the school monitoring system.  Instead of duty bearers, it is time to seek the alternative and the key stakeholders, which are students, to monitor the school as well as the absenteeism of the teachers.

Students come to school with a thirst for education. However, the continual pattern seen with absent teachers hinders this learning opportunity. To control this issue better, teacher absences should be closely monitored by students to secure their education. Rural areas like the Midwest and Terai districts struggle more from teacher abseentism.

An application that uses technology to build a monitoring system usable by students to report on cases where teachers don’t come to classrooms is needed.

With the applications, students should be allowed to keep record and report on three areas:

1.      No. of days schools open;

2.      No. of days teaching or learning took place;

3.      No. teachers absent and no. of days they are absent and the reasons for their absence 

- See more at: http://www.micnepal.org/EventsActivities/ChildApp/ChildEducation.aspx#sthash.KI6rx9px.dpuf

Address

Microsoft Innovation Center Nepal
Unlimited Technology P Ltd
Unlimited Building, PO Box 956, Khichapokhari, Opp Pashupati Plaza, Kathmandu
Tel: +977 1 2011302 / 2011303 / 2010311
Fax: +977 1 4255454
Email: mic@micnepal.org    

Social Media

   MIC Nepal Group Page 
   MIC Nepal Twitter 

We are now listed in WWW