• Login
    View Item 
    •   OpenDocs Home
    • Institute of Development Studies Research Repository
    • IDS Research
    • View Item
    •   OpenDocs Home
    • Institute of Development Studies Research Repository
    • IDS Research
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    BRiCE Project DRC and Niger: Midline Report Teacher Wellbeing and Teaching Quality in Fragile and Conflict-Affected Contexts

    Thumbnail
    Download
    BRICE_Midline_Report.pdf (1.949Mb)
    Annexe_1A_BRICE_Midline_Report.pdf (1.377Mb)
    Annexe_1B_BRICE_Midline_Report.pdf (1.152Mb)
    Annexe_2_BRICE_Midline_Report.pdf (201.9Kb)
    Annexe_3_BRICE_Midline_Report.pdf (1.174Mb)
    Date
    2022-06
    Author
    Gupta, Sweta
    Marchais, Gauthier
    Brandt, Cyril
    Matabishi, Samuel
    Marion, Pierre
    Falisse, Jean-Benoît
    West, Deborah
    Mze Somora, Patrick
    Justino, Patricia
    Nyabagaza, Pacifique
    Kanyerhera, Dieudonné
    Kiemtoré, Issa
    PolePole Bazuzi, Christian
    Tahirou, Souleymane
    Ibrahim, Weifane
    Metadata
    Show full item record
    Impact
    Abstract
    This report presents the results of the midline study of the Building Resilience in Crises through Education (BRiCE) research project, which is led by the Institute of Development Studies (IDS) and the Institut Supérieur Pédagogique de Bukavu (ISP Bukavu). The research project is part of the BRiCE education programme funded by the European Commission’s Directorate-General for International Partnerships and led by Save the Children in Niger and the Democratic Republic of the Congo (DRC). This report presents the results of the midline evaluation of two components of the BRiCE education programme: Teacher Professional Development (TPD) and Improving Learning Environments Together (ILET). It also presents an in-depth analysis of teacher wellbeing and teaching quality in the regions of Zinder and Diffa in Niger, and Uvira and Fizi in South Kivu province in the DRC. Specifically, the report explores several key factors in teachers’ wellbeing: their employment status, which structures inequalities in the teaching profession in Niger and the DRC; their social identity, with a particular focus on gender and ethnicity, which play an important role in teachers’ professional and social life; and their exposure to violence, analysing how violent conflict penetrates the school environment and affects teachers’ work.
    URI
    https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/17482
    Citation
    Gupta, S.; Marchais, G.; Brandt, C.; Matabishi, S.; Marion, P.; Falisse, J-B.; West, D.; Somora, P.M.; Justino, P.; Nyabagaza, P.; Kanyerhera, D.; Kiemtoré, I.; Bazuzi, C.P; Tahirou, S. and Ibrahim, W. (2020) BRiCE Project DRC and Niger: Midline Report. Teacher Wellbeing and Teaching Quality in Fragile and Conflict-Affected Contexts, Brighton: Institute of Development Studies, DOI: 10.19088/IDS.2022.034
    DOI
    10.19088/IDS.2022.034
    Rights holder
    © Institute of Development Studies and Save the Children 2022
    Rights details
    https://www.ids.ac.uk/wp-content/uploads/2021/05/Latest_IDSOpenDocsStandardTermsOfUse_CC_BY.pdf
    Sponsor
    European Union
    Collections
    • IDS Research [1523]

    About OpenDocs | OpenDocs Policy | Help | Contact Us | Send Feedback | Disclaimer and Cookies
     

     

    Browse

    All of OpenDocsCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    About OpenDocs | OpenDocs Policy | Help | Contact Us | Send Feedback | Disclaimer and Cookies