BRiCE Project DRC and Niger: Midline Report Teacher Wellbeing and Teaching Quality in Fragile and Conflict-Affected Contexts
Mze Somora, Patrick
PolePole Bazuzi, Christian
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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.
CitationGupta, 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
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