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F. Caillods, V. Castro, Y. Duthilleul, H. Mutumba, S. Djapuyu, J. Aula IIEP-UNESCO

Teacher absences in an HIV and AIDS context Empirical evidence from nine schools in the Kavango and Caprivi regions (Namibia). F. Caillods, V. Castro, Y. Duthilleul, H. Mutumba, S. Djapuyu, J. Aula IIEP-UNESCO. Background and methodology.

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F. Caillods, V. Castro, Y. Duthilleul, H. Mutumba, S. Djapuyu, J. Aula IIEP-UNESCO

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  1. Teacher absences in an HIV and AIDS contextEmpirical evidence from nine schools in the Kavango and Caprivi regions (Namibia) F. Caillods, V. Castro, Y. Duthilleul, H. Mutumba, S. Djapuyu, J. Aula IIEP-UNESCO

  2. Background and methodology • Research suggests that HIV and AIDS are leading to increased teacher absences, with negative impacts on the quality of education. This study examined teacher absences in high prevalence areas of northern Namibia. • Researchers observed selected schools’ daily activities for one week. • Observations were complemented by an analysis of school files and focus group discussions and interviews with teachers, students and school governors. • A review of national teacher policies was also conducted.

  3. Results and lessons learned • Teacher absences have major consequences on the teaching process and learning opportunities. The problem exists independently of HIV and AIDS but has been aggravated by the disease. • Teachers are allowed certain days of absences (for funeral attendance, sick leave, personal convenience) but HIV and AIDS are never mentioned as the direct cause of absence. • Bad record keeping contributes to underestimations. The silence around the epidemic makes accurate measurement impossible. • Teacher absences are fewer in well-managed schools and their impact on student learning less evident. • Findings fed into concurrent discussions and preparations to revise the Ministry of Education’s policy as well as the development of a Relief Teacher Strategy.

  4. Recommendations • Management of teacher absences needs to be strengthened by modernizing statistics systems, increasing accountability in schools for record keeping, implementing existing rules and procedures and improving mechanisms for teacher replacements. • Protocols for early retirement or reduced workload for chronically sick teachers should be investigated.

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