Teachers' Attendance and Pupils' Human Capital Formation: Evidence from Rural Schools in Nigeria.
The learning and education crises in developing countries are often linked to diverse factors, including low teacher presence in schools, teachers' absenteeism, low utilisation of their skills, and available resources for teaching. We ask whether improving teachers' accountability in Nigeria might y...
| Publicado en: | Africa Education Review Vol. 20; no. 4; pp. 33 - 57 |
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| Autores principales: | , , , |
| Formato: | Artículo |
| Publicado: |
Taylor & Francis Ltd
Aug2024
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=183416404&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 183416404 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 18146627 37EZ jtl: Africa Education Review issn: 18146627 maglogo: N pubinfo: dt: Aug2024 vid: 20 iid: 4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 183416404 10.1080/18146627.2024.2421010 ppf: 33 ppct: 24 formats: tig: atl: Teachers' Attendance and Pupils' Human Capital Formation: Evidence from Rural Schools in Nigeria. aug: au: Adejumo, Oluwabunmi Efobi, Uchenna Iheonu, Chimere Ogwuike, Obinna affil: Obafemi Awolowo University, Ile Ife, Nigeria University of Kent, England, United Kingdom University of South Africa African University of Science and Technology, Abuja, Nigeria. Rice Biodiversity Center for Africa Africa Rice Center, Bouaké, Ivory Coast su: Teachers Educational accountability School attendance Teacher influence Human capital sug: subj: Teachers Educational accountability School attendance Teacher influence Human capital keyword: absenteeism education human capital pupils teacher absenteeism ab: The learning and education crises in developing countries are often linked to diverse factors, including low teacher presence in schools, teachers' absenteeism, low utilisation of their skills, and available resources for teaching. We ask whether improving teachers' accountability in Nigeria might yield important learning gains for vulnerable children. Although the advocated programme is the introduction of digital technologies in the classroom to ensure teachers' accountability in school and class attendance, this study aimed to generate evidence to inform the efficient implementation of the technological adoption, and to ensure clear identification of the influences of teachers' accountability on pupils' learning outcomes. Using a mixed analytical approach for a field survey in Osun State, Nigeria as a case study, we show that the manual attendance system for teachers is ineffective in improving teachers' school attendance and pupils' learning performances because it is prone to manipulation, suggesting the need for a more technologically advanced teacher attendance system. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2024 holdings: @attributes: islocal: N |
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