Assessing the impact of seasonal factors on school attendance in the Karnali zone

Author(s) : Teachers' Union of Nepal

Organization : Teachers' Union of Nepal, UNICEF

Imprint : Kathmandu, Teachers' Union of Nepal, 2010

Collation : 62 p.

For schools in Karnali region, approximately 83 school-days are lost each year through absences linked to seasonal events. This is nearly 38 per cent lower than the government standard of 220 school-days per year. The main problems highlighted by study respondents in addressing student and teacher absenteeism included the lack of an effective mechanism for supervising, monitoring and controlling student and teacher attendance; the lack of adequate teachers’ positions in schools; inaccuracy of school attendance records; inflexibility in the development of individualized school calendars; the inability of SMCs to monitor student and teacher attendance in their schools; the lack of accountability for head-teachers and teachers; the lack of safe, weather-protected, child-friendly school facilities and teachers trained in childcentred teaching–learning methodologies; and generally low awareness by parents/guardians of the importance of education and the need for regular school attendance.

  • Accountability, Anti-corruption strategies, Monitoring / control, Construction and equipment of schools / universities, Corruption, Absenteeism, Economic and social development, Educational management, Central administration, School administration, School boards, Parents, School time, Students, Student behaviour, Teachers, Teacher behaviour, Teacher training
  • Asia and the Pacific