Absenteeism And Beyond

Studies have shown that learning outcomes are related to the amount of time students engage in learning tasks. However, visits to schools have revealed that students are often taught for only a fraction of the intended time, particularly in lower-income countries. Losses are due to informal school closures, teacher absenteeism, delays, early departures, and sub-optimal use of time in the classroom. A study was undertaken to develop an efficient methodology for measuring instructional time loss. Thus, instructional time use was measured in sampled schools in Tunisia, Morocco, Ghana, and the Brazilian state of Pernambuco. The percentage of time that students were engaged in learning vis-agrave;-vis government expectations was approximately 39 percent in Ghana, 63 percent in Pernambuco, 71 percent in Morocco, and 78 percent in Tunisia. Instructional time use is a mediator variable that is challenging to measure, so it often escapes scrutiny. Research suggests that merely financing the ingredients of instruction is not enough to produce learning outcomes; students must also get sufficient time to process the information. The quantity-quality tradeoff that often accompanies large-scale enrollments may be partly due to instructional time restrictions. Time wastage also distorts budgetary outlays and teacher salary rates. To achieve the Millennium Development Goals students must get more of the time that governments, donors, and parents pay for.

Abstract: Studies have shown that learning outcomes are related to the amount of time students engage in learning tasks. However, visits to schools have revealed that students are often taught for only a fraction of the intended time, particularly in lower-income countries. Losses are due to informal school closures, teacher absenteeism, delays, early departures, and sub-optimal use of time in the classroom. A study was undertaken to develop an efficient methodology for measuring instructional time loss. Thus, instructional time use was measured in sampled schools in Tunisia, Morocco, Ghana, and the Brazilian state of Pernambuco. The percentage of time that students were engaged in learning vis-à-vis government expectations was approximately 39 percent in Ghana, 63 percent in Pernambuco, 71 percent in Morocco, and 78 percent in Tunisia. Instructional time use is a mediator variable that is challenging to measure, so it often escapes scrutiny. Research suggests that merely financing the ingredients of instruction is not enough to produce learning outcomes; students must also get sufficient time to process the information. The quantity-quality tradeoff that often accompanies large-scale enrollments may be partly due to instructional time restrictions. Time wastage also distorts budgetary outlays and teacher salary rates. To achieve the Millennium Development Goals students must get more of the time that governments, donors, and parents pay for.

Today's organizations demand a focus on higher-level objectives—objectives that clearly provide business impact and value and satisfy the expectations of a wide range of key stakeholders. If you're involved in implementing projects, programs, initiatives, or solutions in your organization, Beyond Learning Objectives can help you meet these new expectations. This book provides step-by-step processes for defining, measuring, and developing six types of objectives: input, reaction, learning, application, impact, and ROI. You'll also learn to avoid common pitfalls in the development of objectives, such as unclear, incomplete, nonspecific, or even missing objectives. And you'll learn how well crafted, results-driven objectives can satisfy the needs of all your stakeholders. With this book in your hands, you can become a champion of well-defined objectives, providing direction, focus, and guidance. By spelling out expectations, creating commitment, and positioning your initiatives for success, you'll help your organization align its programs with its results and leap forward into the state-of-the-art world of measurable performance.

Essay from the year 2007 in the subject Business economics - Personnel and Organisation, grade: 1,7, University of Trento, course: Gestione delle risorse humane, language: English, abstract: The term of absenteeism is generally used to describe unscheduled employee absences from the workplace. But there are two different categories. Either - valid absenteeism: refers to employees who are absent for reasons beyond their control; like sickness and injury. In a labour relations context this means that it can not be remedied or treated by disciplinary measures. - invalid absenteeism:refers to employees who are absent without authorization for reasons which are within their control. For instance, an employee who is on sick leave even though he/she is not sick, and it can be proven that the employee was not sick, is guilty of culpable absenteeism. In a labour relations context this means that progressive discipline can be applied. or more elaborated - white absenteeism: In the case of white absenteeism, the employee is obviously ill. For example if he or she has high fever or a broken leg. - grey absenteeism: Illnesses which are psychological or psychosomatic, such as headache, stomachache or tiredness can lead to grey absenteeism because in these cases, diagnoses are hard to make. - black absenteeism: it is spoken about black absenteeism if someone who is not ill has reported himself/herself as sick. This black variant of absenteeism is often also called illegal absenteeism. In the cases of black and grey absenteeism exists a degree of freedom to absenteeism.

Introduction to Industrial/Organizational Psychology provides an accessible approach to psychological theory and its applications to the world of work. Using both classic theories and research along with the latest developments and innovations, this student-centered text shows practical applications of theoretical concepts using examples from work situations that students may be familiar with—such as service industries, internet companies, and startups—in addition to traditional office and factory work settings. Each chapter includes key terms and review questions, and the text features special sections highlighting applications of I/O psychology theories, psychological approaches to everyday work situations, and current areas of research and practice. The seventh edition is thoroughly updated to include the latest research on each key topic. It also includes expanded coverage of international issues, job engagement, and emerging topics in the field, such as workplace bullying, virtual teams and organizations, agile organization structures, and web-based training and assessment. The book will be of interest to undergraduate students in introductory I/O psychology or psychology of work behavior courses. For additional resources, please consult the Companion Website at www.routledge.com/cw/riggio, where instructors will find an expanded instructor’s manual, test bank, and lecture slides, and students will find chapter summaries and learning objectives. Ronald E. Riggio is the Henry R. Kravis Professor of Leadership and Organizational Psychology at Claremont McKenna College. He has published nearly two-dozen authored or edited books and more than 150 articles and book chapters.

Expansion of basic education in Ghana was unprecedented and brought the country to the forefront in education in Africa. The report provides analysis, lessons and policy options to developing a post-MDG strategic agenda for basic education.

Benefits and Beyond: A Comprehensive and Strategic Approach to Retirement, Health Care, and More provides readers with a variety of interdisciplinary principles and tools, including labor economics, human resources strategy, tax policy, metrics, and actuarial science. Rather than training students in the details of current benefits offerings, this text prepares students to deal with the future evolution of benefit designs and policy. Numerous cases, examples, and exercises engage readers and help them master the content.