Time to Teach – Mauritania

Teacher absenteeism is a persistent barrier to achieving universal education in many developing countries, where teacher absence rates can reach alarming levels. Previous studies have identified teacher absenteeism as a common and recurring challenge in the Islamic Republic of Mauritania (Mauritania). Although national politicians have acknowledged this issue, little research has been conducted into the factors, policies and practices related to teacher attendance in Mauritania.

The Time to Teach study seeks to fill this gap in knowledge. The study’s main objective is to gather information and strengthen the evidence base regarding the different types of absenteeism and the factors affecting primary-school teacher attendance, then provide practical recommendations for improving the design and implementation of policies aimed at teachers. More specifically, the study examines four different elements of teacher attendance: 1) being present at school, 2) being punctual (i.e. not arriving late or leaving early), 3) being in class (at school), and 4) spending sufficient time teaching (in class).