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Teachers Absenteeism in Nigerian Public Schools (TANPS) By Adedeji Adeleye Executive Director

Independent Advocacy Project (IAP). Teachers Absenteeism in Nigerian Public Schools (TANPS) By Adedeji Adeleye Executive Director. BACKGROUND. Lagos very cosmopolitan Former seat of government Nation’s Commercial nerve-centre 15 million population

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Teachers Absenteeism in Nigerian Public Schools (TANPS) By Adedeji Adeleye Executive Director

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  1. Independent Advocacy Project (IAP) Teachers Absenteeism in Nigerian Public Schools (TANPS) By Adedeji Adeleye Executive Director

  2. BACKGROUND • Lagos very cosmopolitan • Former seat of government • Nation’s Commercial nerve-centre • 15 million population • 2009 Budget: N405 billion ($3.375bn) • N60 billion ($500 million) (14%) for education • 1,030 primary schools & 859,456 pupils

  3. Focus & Broad Aims • Focus • Primary schools in Lagos State • Frequency of the phenomenon • Broad Aims • To work for the improvement of educational standards in Nigeria • Through research & follow up advocacy • To provide its understanding from multi-dimensional perspectives • To quantify the costs of AT

  4. Nigerian Schools • Education centralised & formalised • State Universal Basic Education Board (SUBEB) overseas Education • Govt hires, fires & promotes • Wages not reflective of labour market conditions • Inspected facilities in 53 schools through photographs and video recordings • Examines funding issues

  5. Rationale & Relevance • Rationale • Very little body of evidence on Teachers AT in Nigeria • Relevance • Expected to raise public awareness on declining standards • Useful to activists and campaign groups • Will provide stakeholders with empirical evidence • Will help stakeholders identify inefficiencies

  6. Goals & Objectives • Goals: To present data in a useful format to SH • To campaigning for implementation of TANPS’ • Objectives: To underscore causes & consequences • To highlight types & dimensions of AT • To compile data into a report and disseminate it • To advocate for the strengthening of demand and supply side accountability • To make practical recommendations to policy makers

  7. Literature Review & Methodology • LITERATURE REVIEW • Desk study • Review of textbooks, journals, etc • METHODOLOGY • Hypothesis • Lack of effective supervision & monitoring through surprised/ unannounced visits creates laxness, causes/ breeds AT • Societal attitude to teaching & decaying structures leads to AT

  8. Focus Group Discussions Discussions on the hypothesis by 2 FDGs groups & on: Perception/definition/understanding of Absenteeism Perception of what is Truancy Reasons for Absenteeism Effects of Absenteeism on Educational Standards Teachers’ remuneration

  9. Field Research • Facility Survey & Research Information Survey • Gathered information on the facilities & structures • Monitored teachers’ attendance • Made copies of existing teachers’ daily attendance records for 5 years • Administered the questionnaire survey to 150

  10. FINDINGS:ABSENCE RATES (124) BY TEACHERS IN PUBLIC SCHOOLS • text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text • text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text • text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text • text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text

  11. ABSENCE RATES (124) BY TEACHERS IN PUBLIC SCHOOLS • The 53 schools visited had more teachers (986) than classrooms (548) • Actual teaching took place barely 50% in these schools, as 332 classrooms are needed more to accommodate the entire pupil population of 29,107

  12. Table 2 • text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text • text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text • text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text • text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text

  13. Table 3 • text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text • text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text • text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text • text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text text

  14. Explanation of Table 3 The table shows average &standard deviation of the indicators of excused & unexcused absence AT also: Result of being in school but not teaching, signing attendance register while absent Trend: the high rate of teachers present & not teaching, chatting with colleagues; sleep on desks; read newspapers; ask the pupils to sleep/keep them busy with irrelevant assignment

  15. Summary of Findings (1) • Hypotheses validated: SUBEB & State education ministry seldom visit • No surprised/unannounced visits • Many female teachers hold other jobs (moonlighting) • Decaying facilities contributing factor • No substitutes to replace absent teachers • 25 Head teachers absent 36 times • 75 teachers absent 88 times • Total of 100 teachers in 124 absences

  16. Summary of Findings (2) • Head teacher- teacher AT ratio is 1:3. • Govt lost N86, 318.18 in salaries to absentee Head teachers • Lost to government on the 75 teachers absenting 88 times = N160,995.29 Total N247,313.47 • Economic damage through direct & indirect costs in terms of impact on schools’ budgets & uncompensated increased workload for colleagues

  17. EFFECTS AND COSTS OF ABSENTEEISM • Contributes to falling education standards • Academic underachievement • Social costs: boredom, loss of confidence under aged sexual activities, teenage pregnancy • Illiteracy, etc

  18. Recommendations • Moral education & counselling for teachers & pupils • Effective Parents-Teachers Association • Automated electronic attendance record device & truancy sweeps • Appropriate IT tools to combat absenteeism • Fences needed around public schools • Adequate funding imperative • Tripartite partnership b/w govts, communities & parents • Better monitoring linked to rewards and punishments

  19. Challenges Initial lack of cooperation by teachers • Thought IAP was investigating them • Reasoned that this may lead to their early retirement

  20. Challenges (2) • Initial lack of cooperation by SUBEB • Officials feared the research could unearth their inefficiency • Leading to massive purge of staff • Monetary Demands • …By FDG participants who were aware of World Bank’s support for project

  21. Challenges (3) Data Sorting & Analysis • Some data were muddled up • Consequently, we discarded data on 4 schools but still able to submit our report after asking for extension • There may still be lapses in the overall analytical report and we are seeking Maggie’s support in this respect

  22. Overcoming these challenges • Interviews with Governor & His deputy encouraged SUBEB officials to cooperate • Letters from Education Ministry & SUBEB persuaded Head teachers & others to respond to questionnaires • FGD participants were eventually persuaded that we had a limited budget

  23. NextSteps • Stakeholders conference to discuss findings • Evidence based advocacy and campaign • Collaboration, partnership & networking with CSOs • Lobby activities at the National Parliament • Printing and dissemination of reports • Media advocacy: press briefings, media advisories, etc

  24. Thank You

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