often have responsibilities other than classroom teaching and many tend to work fewer hours than the average classroom teacher .<sup>26</sup> Figure 10 Primary and Junior Secondary School Teacher Earnings vs. Hours Worked<sup>27</sup> <!-- Start of picture text --> Primary School Teachers Junior Secondary Teachers<br>5,000 8,000<br>4,500 7,000<br>4,000 6,000<br>3,500<br>3,000 5,000<br>2,500 4,000<br>2,000 3,000<br>1,500 2,000<br>1,000 1,000<br>5000 -<br>0 5 10 15 20 25 30 35 40 45<br>0 10 20 30 40 50 60 70<br>Hours Worked per Week Hours Worked per Week<br><!-- End of picture text --> _Source:_ Employment and Deployment Survey 2005.

_Note:_ the earnings scales for primary and junior secondary teacher are different in the graphs above. Junior secondary teachers earn more on average.

Table 12 Primary Teacher Absence Rate in Public Schools 2002-2003

|**Country**|**Absence Rate**|
|---|---|
|Peru|11|
|Ecuador|14|
|Papua New Guinea<br>|15|
|Bangladesh|16|
|Zambia|17|
|**Indonesia**|**19**|
|India|25|
|Uganda|27|

_Source_ : Chaudhury 2004.

Indonesia is also not achieving the full impact of its education work force, because of high teacher absenteeism. A multi-country survey of teacher absence in primary schools found that Indonesian teachers were more likely to be absent from the classroom than those from five of the eight countries surveyed. In Indonesia, approximately one in every five teachers is absent at any given point in time (Table 12 ).<sup>28</sup> Teacher absence in primary school is 19 percent. This may in part explain why many schools feel they are undersupplied and indicates that a strategy to address the supply issue should include better monitoring and incentives aimed at changing teacher behavior.

The combination of a high number of part-time teachers and substantial rates of absenteeism, explains in part why class sizes are substantially larger than student-teacher ratios (Table 13). If all teachers were regularly teaching, the average would be 17 students per teacher, one of the best ratios in the world. However, due of the large part-time workforce and high rates of absenteeism, the student-class ratio is important to keep in mind when looking at the student-teacher ratio. In Indonesia, there are large differences between the two ratios. For example, at the junior secondary

> 26 For example, at the primary level, 20 percent of the teachers are sports and religion teachers, and another 11 percent are headmasters, who often still assume teaching responsibilities in smaller schools, but have more of a managerial role in larger schools (see Annex 7).

> 27 Headmasters have been kept in the graphs because they are considered to be part of the teacher workforce, but it is important to note that they are supposed to work only 6 hours a week in class, particularly in larger schools.  Sports and religion teachers tend to be assigned 12 hours per week.

> 28 Primary teacher absence rate is the percentage of full-time teachers who were absent from a random sample of primary schools during surprise visits. Enumerators made two to three rounds of unannounced visits to each school over a period of weeks or months, to get a more accurate estimate of absence and, after verifying workers' schedules, recorded which of them were absent. The data provide the number of teachers who were supposed to be on duty but were in fact absent from the school, without regard to the reasons for absence. Many personnel were absent for valid reasons, such as authorized leave or official duties. Nevertheless, these absence rates are useful for two reasons: first, because the reasons for absence given by facility directors were typically not verifiable; and second, because even authorized absences reduce the quantity and quality of public services in these primary schools. The study covered 147 public and private schools in 10 districts in Indonesia (Chaudhury et al. 2004).

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