Tracking Teacher Absenteeism in Uganda

Uganda pledged in 1996 to have universal primary education for all children by 2015, and even though there has been progress and improved education outcomes, primary education in Uganda is still not completely free and the pupil completion rates are still very low due to among other reasons, less contact time between the learners and instructors. Using both a combination of both qualitative and quantitative research methods, this study measures the extent of and reasons for teacher absenteeism, the relationship between teacher absenteeism and education outcomes and develops innovative and lasting solutions to addressing teacher absenteeism in schools in a resource limited setting.

Autorentext

Anslem Wandega is a development management professional with vast experience in designing and managing education, governance, humanitarian protection, livelihoods, health and disease, gender, conflict analysis, peace building and conflict transformation, media and information management and institutional development programs