Gender Responsive Pedagogy: Practices, Challenges & Opportunities

Gender Responsive Pedagogy: Practices, Challenges & Opportunities - A Case of Secondary Schools of North Wollo Zone, Ethiopia

Mollaw Abraha1*, Asrat Dagnew2 and Amera Seifu2 1Education and Behavioral Sciences, Woldia University, Post Box No: 400, Ethiopia 2Education and Behavioral Sciences, Bahir Dar University, Post Box No: 1876, Bahir Dar, Ethiopia Abstract The purpose of the current study was to examine the general secondary school (GSS) science teachers’ gender responsive pedagogy (GRP) implementation status. To do so, descriptive survey research design was employed. Teachers, department heads and school principals were taken as respondents of the study comprehensively. And students were also participants of the study conveniently. Questionnaire, interview, and focus group discussion (FGD) were considered as the principal data collection tools. The collected data was analyzed both qualitatively and quantitatively: the data collected through questionnaire was analyzed via mean, std., one sample t-test. And the data gathered by open ended items, interview, and FGD as well was analyzed via words, phrases, statements and narration. The analyzed data noted that GSS science teachers of the North Wollo Zone had facilitated GRP fairly. Thus, they found as effective in relation to language usage, classroom setups, classroom interaction, and addressing sexual harassment. To do so, availability of qualified school supervisors and principals, and realization of new education training policy (NETP) were considered as possible opportunities. However, teachers as well ineffective to prepare gender responsive (GR) lesson plan, to prepare and use GR instructional materials and to have GR management of sexual maturation. This vanity of teachers was sourced from ranges of challenges: economic, culture, school and teacher related. Therefore, extra support in natural sciences should be given for girls beginning from lower primary education; Confidence building dialogues through involvement of female role model need to be initiated in schools; Gender based counseling, information and remedial learning programs like tutorial classes should be strengthened in schools; Since they used as experience sharing center, gender-sensitive expansion of ICT facilities, including computer labs and internet delivery infrastructure should be expanded in schools.

Keywords: Challenge, Gender responsive, Opportunity, Science, Secondary school

Introduction corner stone of economic and social development and principal means of Education at all levels promotes health, improving the welfare of individuals. It improves the quality of life, expands access advances the productive capacity of society to paid employment, increases productivity, and their political, economic and scientific and facilitates social and political institutions etc. In its multiple essences, MoE participation for men and women (Idowu, [3], education remains to be one of the key Ogunlade, Olatundun, & Afolabi [1]; Kudjo instruments to promote gender equality and & Kwasi [2]. Education can play great roles to enhance equitable growth. for development of a given nation, because it Particularly, as disclosed by Vincent is a means for the wellbeing of individuals in [4]; Ashebir and Bereket [5], science and particular and the society in general. It is a technology have immense contributions to 1

the escalation and progress of a country. For added, the new Education Policy and Sector example, the Ethiopian science and Strategy addresses issues, for example, the technology agency (ESTA) [6] announced purposes of science education, the context that the ability of country to sustain rapid for the science curriculum, teacher economic growth in the long run is highly education, and conditions that foster the dependent on the effectiveness with which development of practical work in school its institutions and policies support the science. As affirmed by MoE [12], knowledge generation, technological secondary education curriculum update transformation, and innovativeness of its would pay attention to the incorporation of enterprises. It is evident that science modern technology and vocational topics education contributes to the level of and education for greater creativity and prosperity, welfare, and security of a nation. entrepreneurship. The country gave more It is also concerned with the development of emphasis to science fields and students are technologically literate citizens who expected to gain adequate practical understand how science, technology, and knowledge parallel to the theoretical society influence one another and who are knowledge of science disciplines (Ashebir & able to use this knowledge in their everyday Bereket [5]). activities (Feyera [7] & Genene [8]). It is widely understood that realizing the goal of development cannot be attained Accordingly, Ethiopia has played her without the very significant component of initiatives. For example, to realize this, the gender, but the issues of equity in education country has designed science curriculum between male and female groups have been a starting from elementary school to university serious problem in Ethiopian education level. In Ethiopian context, the natural system at all levels in general, and of science core subject at the secondary level secondary education in particular (Amogne, (grades 9-10 and grades11-12) becomes [13]). Improvement in secondary school will distinctly differentiated as Biology, be necessary to ensure a skilled workforce, Chemistry and Physics (Tsegaye [9]). ESDP consisting of both males and females, is III for secondary education (grades 9-12), available for the future but the net enrolment was designed to expand this level to meet the rate of female remains lower than males in demand for trained middle and higher-level the nation (Rose [14]). The literacy rate of human power and to reflect the intake women with age of 15-24 years in Ethiopia capacity of the tertiary level (MoE [10]). As during 2005 and 2011 survey period was MoE added, during ESDP III 41.6% and 56.9% respectively. The rate for implementation, many new secondary men with the same age interval during the schools were opened. The total number two survey periods was 67.2% and 75% increased from 706 in 2004/05 to 1202 in respectively-considerably higher than 2008/2009, which is a 70 % increase over women’s rate (Amogne [13]). the four years. And technical training would Science particularly ‘hard science’ is be provided for those who complete grade still also seen by many as a historically male ten for the development of middle level dominated profession to which women have manpower (TGE [11]). only relatively recently been admitted (Helen Revising and modernizing of school [15]). In high schools of Ethiopia, the curriculum has also conducted with an number of girls voicing strong support of the academic focus on mathematics and science importance and relevance of science is much in response to economic needs. As TGE 2

smaller than that of boys. Decreasing interest income especially in the North Wollo Zone. in science amongst girls was also discovered Karippai and Belay [26] put their witness by in extracurricular activities (Yazachew [16]). saying that many school going girls from Wollo and other parts of Amhara have Oli [17] also conducted a study to migrated to Sudan illegally with the help of investigate status of students’ academic illegal agents. On the way, according to achievement in science education across them, they have waited for one or two selected preparatory schools of Ethiopia. months or more in Gondar or Bahir Dar And the overall academic attainment in cities, have worked in hotels or bars to meet science for male was 47.58% and for female daily living costs, and have get trapped into was 39.70%. In all the cases, according to sexual exploitations. him, the mean scores of female were less This sexual exploitation activity has far than that of males. reaching implications for the teaching and This gender gap is particularly great in learning processes which hamper girls’ the secondary schools of North Wollo learning (Mlama, et al. [21]). Research Administrative Zone of Amhara Regional output has demonstrated how targets of State, because girls are occupied under sexual bullying and harassment experience multidimensional home related activities, anxiety, distress, confusion, loss of self- they also harassed in their school, and they esteem, and depression (NWLC [27]). So, it are migrated in to Arab countries to support is possible to say that a sexually harassed their family members etc. student does not feel safe and cannot perform to his or to her fullest potential. Moreover, cultural factors such as social To realize objective of the study, the and family gender role expectations, parents’ authors have conceptualize conceptual low commitment to children’s education etc. framework as follow. have affected students’ learning (Ashebir & Conceptual Framework of the Bereket [5]; Kudjo & Kwasi [2]; MoE [3], Study Nyevero & Memory [18]; Teklu [19]; Schools are social sites where the FAWE [20]; Mlama, et al. [21]). This means, socialization process is reinforced. The the long-standing cultural misconception of social, physical and academic environments the community and the family such as forced of schools often reinforce the construction of marriage, early marriage, abduction, verbal masculine and feminine identity starting insult, beating up, insecurity and rape are from early ages (Mlama, et al [21]). For disturbed students’ schooling (UNESCO example, teachers demonstrate attitudes and [22]; Guday, [23]; Jones, Bekele, expectations that regard women and men Stephenson, Gupta, Pereznieto, Guday, differently (MoE [3]). Many times teachers Betlehem & Kiya [24], Kerebih & Mulunesh are not even aware of situations that are [25]; MoE [10]). Thus, low completion rate discriminatory on the basis of gender. They has more implication for girls than boys due may use learning materials that depict only to low median age of marriage for girls one gender performing certain types of (16.5) than for boys (21.8). Girls get married activities or they may make disparaging before reaching grade eight (MoE [3]). remarks about the capability or Parents also prefer to send girls to Arab characteristics of either gender (Mlama, et al countries as home servant than males by [21]). considering them as the source of financial

Accordingly, as Duong [28] asserted, feeling and can motivate them actively in girls are excluded from public activities as a their learning (Mlama, et al. [21]; FAWE consequence of a patriarchal view of gender [20]; & MoE [3]). A gender fair educational roles, insisting that females stay home to organization, as FAWE [20] noted, is one care for children and family. These notions where the academic, social and physical suggest that women are both unfit for and environment and its surrounding community uninterested in the teaching and learning take into account the particular desires of process. Generally, this discourages the both male and female students. Mainly, students, girls in particular, from teachers can get opportunities to treat all participating effectively in the teaching and students fairly. To suggest solutions of the learning process (Mlama, et al. [21]). faced gender inequality science teaching, the So, gender responsive school researchers developed the following environment is required which can give an conceptual framework. opportunity for all students to exert out their

Lesson Planning

Teaching & Learning Materials gogy a ed

P Language Usage ve i s n espo Classroom Setup GRP es of

g r R de n Classroom interaction Ge Challen f o

Opportunities of GRP Opportunities es Management of Sexual m e Maturation Th

Addressing Sexual Harassment

Diagram 1: Conceptual framework of the study

As it is displayed in the diagram 1 above, the conceptual framework helps the researchers to identify major challenges and

possible opportunities which could affect and in the west by the South Gondar Zone. teachers’ GRP practices. The Zone has an estimated area of 1,902, Specifically, the framework helps 200 hectares, which is about 20 per cent of the researchers to see how challenges and the region. Its administrative town, opportunities can influence the teachers’ Woldiya, is located 380km North East of activities in line with manipulating elements Bahir Dar, and 521km North of Addis of GRP such as lesson planning, preparation Ababa. and uses of teaching materials, language use, classroom setup, classroom interaction, This Zone had 14 districts, and four management of sexual maturation and of them (Habru, Kobo, Woldia, and addressing sexual harassment. And, it also Gubaalafto) were selected purposively since enables the researchers to conceptualize the high gender gap was observed there. There cumulative GRP practicing status of science are 19 general secondary schools found in teachers. Accordingly, the following these districts. Of these, 8 schools (2 in each research questions were entertained in this district) were selected randomly (lottery study: method). All 291 science teachers from the 1. What is the present status of science 8 schools were part of the study teachers’ gender responsive pedagogy comprehensively and 16 students (2 in each (GRP) practices in the general school) also selected conveniently. secondary schools of North Wollo Moreover, science department heads and Zone? school principals were considered as 2. What are the possible opportunities that participants of the study comprehensively. prompt science teachers’ GRP practices? Data Collection Instrument 3. What are the possible challenges that To gather the required information intrude on science teachers’ GRP from respondents, the researchers had implementation endeavors? administered the following tolls. Materials and Methods In view of the fact that the purpose of Questionnaire the study aimed to assess practices and challenges of GRP in science teaching and So as to gather data from teacher learning process, descriptive survey design respondents, questionnaire was developed was employed. It is an appropriate method in relation to practices, opportunities and which enables the researcher to assess the challenges of GRP. Items of the existing practices and challenges of the questionnaire were both close and open- pedagogy in science instructional process. ended types. Statements were constructed by considering frequency and agreement North Wollo Administrative Zone is likert scales. The frequency likert scale one of the eleven zones in the Amhara ranges from always to never (Always = 5, National Regional State. It is situated in the Often =4, Sometimes =3, Rarely =2, and north eastern part of the region. The zone is Never =1) was applied in relation to items geographically located between 110N-130N of GRP practices. The agreement scale also longitudes and 380E - 400E latitudes. It is ranges from strongly agree to strongly bordered in the north by Wag Hemra Zone disagree (Strongly agree = 5, Agree = 4, and the Tigray National Regional State, in Undecided = 3, Disagree =2, and strongly the south by the South Wollo Zone, in the disagree =1) - was applied for items east by the Afar National Regional State, 5

developed with reference to challenges and Genetie and Selam GSSs which were not opportunities of GRP. Furthermore, open from the participant schools of the study. To ended questions were administered in an do so, the schools were selected attempt to give opportunities for purposively, because their proximity with respondents express their additional feelings the residence of the researchers enabled about the stated themes. them to facilitate the test easily. Moreover, general secondary schools in North Wollo Interview followed similar science syllabus, textbooks and were administered by one education To collect data from students, the authors bureau and thus whichever schools selected, had developed semi-structured interview far or nearby, can bring no difference in based on the leading research questions. It trialing the instruments. permits the researcher to explore issues Accordingly, the findings of the pilot which may be complex to investigate study indicated how items in relation to through questionnaire and to allow better GRP practices, opportunities and challenges flexibility for interviewer and interviewee of GRP were reliable at .97, .909 and .921 that in turn it will give him/her better respectively. opportunity to explain what he /she feels on Data Collection Procedure the issue more explicitly (Best and kahan, 2003, cited in Dereje [29]). To have an opportunity to rewind again and again, the Before the researchers had collected interview process was supported by audio the required data, they needed to get an recordings. agreement from participant general Focus Group Discussion (FGD) secondary schools. To do so, they would submit a letter of authorization from district FGD, as data collection mechanism, education offices. And the researcher would is vital, because participants can get an approach respondents of the study area opportunity to exert out their points of view accordingly. Then, the researchers briefed related to GRP in the course of discussing objectives of the study to the respondents. each other with guidance of the researchers. And the designed questionnaire was By taking this usage in to account, the distributed to 291 GSS teachers. To ensure authors were collected required information a high return rate of the questionnaire, the from science department heads and school researchers had been made personally the principals. To do this, they had designed distribution and collection processes from semi structured questions based on the respondents. Accordingly, of the 291, 280 leading research questions. In addition, questioners were returned back, 9 audio recording had been conducted upon questionnaires were not returned, and 2 of FGD participants that could help the them were rejected out. researcher to get an occasion to rewind and As stated before, science department grasp the responded perceptions of heads and school principals were the respondents. participants of the FGD. To save their time Pilot Study and make easy the process, the discussion was conducted in each school except Kobo To see the validity and test the and Euketchora schools were considered as reliability of the data gathering instruments, one FGD center (there was only one science a pilot test was conducted in Wurgessa, department in Euketchora school), and the 6

discussion was conducted based on the package program was employed for the stated semi structured items. The process statistical analysis. had supported by audio recording. Specifically, the standard deviation Interview also administered with and mean scores were used to interpret data students of the sample schools. The process which was collected by the questionnaire. was supported by audio recordings. To To test the overall GRP implementation make the interaction easy and simple, the status of teachers, and to specify the interview process would be conducted via possible opportunities and challenges of Amharic language. GRP, one sample t-test was applied. In Data Analysis Techniques another way, the researcher used words, phrases, and statements etc. to analyze data As stated before, the study aimed to which was collected by interview, FGD, examine practices and challenges of GRP in and open-ended items. science teaching. To do this, the collected Results data was analyzed quantitatively and GRP practicing Status of qualitatively. The data which collected by Science Teachers questionnaire was analyzed quantitatively: To identify the recent GRP practicing descriptive statistics (percentage, frequency, status of GSS science teachers, the mean, and standard deviation), and researchers were analyzed the collected data inferential statistics (one sample t-test at the and the output is displayed as follow. significant level of 0.05). And SPSS 21.0 Table 1: One-sample t-test result of teachers’ GRP practicing status Item Test Value = 3 N Mean Std. t df Sig. (2- Mean 95% Confidence Deviation tailed) Difference Interval of the Difference Lower Upper GRP 280 3.14 .660 3.480 279 .001 .137 .06 .21 themes *P<0.05

The result of one sample t-test in endeavor is found in an acceptable status. Table 2 (M=3.14, t = 3.480, p =.001) To do so, as stated here under, teachers indicated that there is significant difference have their own opportunities. between the test value (3) and the observed The Possible Opportunities that mean (3.14) in favor of the calculated mean. Prompt Teachers’ GRP Practices This shows that GSS science teachers To gather data in relation to the were practicing GRP properly in their possible opportunities which enable teaching and learning practices. This, in teachers to facilitate gender responsive other words, mean they seem sound in a pedagogy in their instructional process, the position of facilitating their instructional questionnaire composed of nine items was activities by considering their male and forwarded to GSS science teachers. And female students’ specific interest, or their their response was analyzed by using mean, background experiences. Accordingly, it is std., and one sample t-test as follow. possible to understand that teachers’ GRP Table 2: One-sample t-test result on opportunities of GRP 7

Item Test Value = 3 N Mean Std. t df Sig. (2- Mean 95% Confidence Deviation tailed) Difference Interval of the Difference Lower Upper Opportunit 280 3.217 .71905 5.051 279 .000 .21706 .1325 .3017 ies of GRP *P<0.05

There were possible opportunities for Accordingly, it is possible to argue that teachers to facilitate GRP since the observed school clustering, availability of trained mean (3.217), Table 2, was over weighted school supervisor and principal, realization the test value (3), and the one sample t-test of NETP, ESDP and GTP were initiated result confirmed the presence of significant secondary school science teachers to relationship at M=3.217; t=5.051; p=.000. facilitate GRP in their instructional process. As an interview output showed, In another way, based on the researcher’s availability of toilet for both male and opinion, girls club in each schools and the female students; the presence of water GRP need to be functional in the academic service; and the fenced of the school environment of the research area so as to compound help to motivate all students learn have gender fair instructional process. safely. In relation to this, FGD participants Challenges that Intrude on Teachers’ from Srinka secondary school added that the GRP Implementation Endeavors educational accessibility for teachers, To identify faced problems that could initiatives of government to provide urban influence teachers to exercise GRP in their housing site and loan services for teachers science teaching, the researchers had collected may make them to motivate to teach their data from respondents by developing students properly. questionnaire which composed of thirty seven However, as they added, the presence items in relation to economic, school, culture of girls’ club in the school; launching of and teacher related factors. After gathering the gender responsive pedagogy (it is new for required data, they analyzed it via mean, std., them), and introduction of National Women's and one sample t-test and the detail is briefly policy in Ethiopia have not any contribution stated as follow (Table 3). for teachers’ efforts of practicing GRP. Table 3: One-sample t-test result on challenges of GRP Item Test Value = 3 N Mean Std. t df Sig. (2- Mean 95% Confidence Deviatio tailed) Difference Interval of the n Difference Lower Upper Challeng 280 3.269 .63126 7.141 279 .000 .26940 .1951 .3437 es of GRP *P<0.05

As an outcome of one sample t-test in between the test value (3) and the observed Table 3 (M=3.269, t = 7.141, p =.000) mean (3.269) in favor of the observed mean. indicated, there is significant difference 8

This noted how there were challenges Consequently, challenges of GRP which affected teachers’ initiation of would be displayed independently as facilitating GRP in their instructional economic, school, culture and teacher related activities. This, in other words, mean the as follow. problems were appeared as severe to upset Economic Related Problems that teachers’ played roles of exercising GRP – Challenge Science Teachers’ GRP they found in a trouble to satisfy students’ Practices particular interest or background To identify economic related problems experiences. As it is specified earlier, Table which can challenge science teachers’ GRP 3 demonstrated challenges of GRP in implementation initiatives, eight items were cumulative manner. But, the study has raised. And as the t-test result outlined motivated to investigate the four GRP (M=3.37, t=7.012, p=.000), Table 4, the challenges since this would be vital to see obtained score (3.37) was significantly effect levels of problems in detail and higher than the expected mean (3). specifically. Table 4: One-sample t-test result on the economic related challenges of GRP Item Test Value = 3 N Mean Std. t df Sig. (2- Mean 95% Confidence Deviation tailed) Difference Interval of the Difference Lower Upper Economic 280 3.37 .880 7.012 279 .000 .369 .27 .47 challenge *P<0.05

As interview respondents argued, them had harassed by renters or other students need financial support from parents misbehaves individuals. As a result, they or caregivers to fulfill required instructional enforced to migrate to Arab countries by materials. But, some students had lack of give up their learning. helpers to do so, and they were enforced to renounce their schooling. For example, a Participants from Srinka secondary participant student from Woldia secondary school as well added by saying that: was noted that: It was observed how economical There was my classmate in this or financial challenge had affected school that had not money to buy school students’ learning. To solve it, teachers uniform. And he was briefed the faced and the school were tried to help these problem to the school by saying “I need students by contributing birr and via to learn without having the uniform”. other mechanisms. For example, there But, the school did not accept his was a student who came from low request, and the student obligated to economic background parent that gave up his schooling. As a result, he unable to cover expenses for fulfilling remained as a Bajaj driver in the town. required instructional materials. To In line with this, FGD respondents solve his problem, the school had hired from Srinka secondary school reported that him as sanitary workers (cleaning classrooms, offices, and the school students particularly females were found in compound in general) by paying serious challenge. For example, they hadn’t monthly. get secure and safe house to rent. Some of

Therefore, the researchers would So as to identify school related factors argued by saying that low economic which hinder teachers’ initiation of background of female students, their over exercising GRP, the researchers were engagement by excessive work, and girls requested science teachers to rate ten items migration to Arab countries were remarkable and analyzed the data. Accordingly, as troubles that can influence students, stated under Table 5, obtained mean value particularly, girls’ learning in the GSS (3.29) was considerably advanced than the schools of the setting. expected mean (3). School Related Problems that Challenge Science Teachers’ GRP Practices

Table 5: One-sample t-test result on the school related challenges of GRP Item Test Value = 3 N Mean Std. t df Sig. (2- Mean 95% Confidence Deviation tailed) Difference Interval of the Difference Lower Upper School 280 3.29 .823 5.958 279 .000 .293 .20 .39 related challenges *P<0.05

This significance relationship is training board (ETB) were not functional. confirmed by the t-calculated at M=3.29; The condition made difficult to control t=5.958; p=.000. The interview participants misbehave male students (one who harassed also argued that there were different clubs females, or disturbed teachers particularly found in the school: anti HIV/AIDS, mini females etc.). In addition, according to media, girls’ club, peace and security etc., them, there was weak relationship found but, as the respondent from Hara secondary between the schools and the community noted, none of them were functional. which resulted in unable to solve school Similarly, a boy from Kobo reported that the related problems by discussing with the school had its own problems which can society. hamper teachers’ effort of achieving gender Therefore, schools need to work equality in their instructional activities. For towards making school clubs particularly example, as he briefed, there was no lab gender club to be functional; schools need to service, and there was lack of reference be initiative to train teachers about concept books in the library. The respondent also of gender and how they able to treat both added that the school was ineffective to put male and female students equally. Not only in to practice its rules and regulations as this, but also they are required to exercise intended. the launched rules and regulations which FGD respondents too argued that made schools to be trustful by school schools seemed to relinquish their community members. responsibilities. As they briefed, structures of the school such as parent teachers association (PTA), and education and 10

Culture Related Problems that test. And the finding indicated how tradition Challenge Science Teachers’ GRP based challenges had affected teachers’ endeavor of having gender fair instructional Practices activities since the significant relationship is To uncover culture associated factors observed at M=. 3.24; t=4.68; p=.000 – see that can hamper teachers’ commencement of Table 6 below. exercising GRP, the researchers were analyzed the collected data via one sample t-

Table 6: One-sample t-test result on the culture related challenges of GRP Item Test Value = 3 N Mean Std. t df Sig. (2- Mean 95% Confidence Deviation tailed) Difference Interval of the Difference Lower Upper Culture 280 3.24 .855 4.68 279 .000 .239 .14 .34 related challenges *P<0.05

In relation to this, the interview FGD participants added by respondents were argued by saying that supporting the issue by saying that: there were cultural problems (parents’ low Cultural problems are highly attitude towards their children’s’ schooling; observed in the school and in the early marriage etc.) which affected community in general. This means, parents have a slogan which says students’ learning in the schools. For “SETN MEDAR, WENDEN example, respondents from Hara secondary MASTERMAR”. To brief, let girls to argued that girls have married early and marry and allow boys to learn. Not delivered baby by relinquished her only this, bus also parents have an learning. The respondent from Euketchora attitude to exercise early marriage, secondary stated that there were four early because unless girls marry early, they marriages had carried out upon the school become develop unwanted sexual practices untimely. Moreover, the girls. The condition was highly society has a tendency of sending their aggravated or facilitated by parents , girls to Arab countries to have because their fear of having child without financial wellbeing instead let husband – locally termed as DIKALA, or children to school. they think how she may labeled by others Thus, based on the outcome of one as KUMOKER (losing the normal period sample t-test result, the conducted interview of marriage in lacking of husband). If the and FGD, cultural problems particularly married girl need to continue her schooling, parents’ low attitude towards girls learning, there are some challenges not let her to do early marriage, and socially constructed so. For example, some teachers motivated gender roles were considered has the to say ‘are you coming with your new born significant problems to facilitate GRP. baby?’ instead of accepting politely to Therefore, it is important to make encourage the girl. This like teachers’ parents to be aware about importance of argument had broken girls’ motivation to educating students particularly girls for continue the females’ learning. national development since females are one 11

parts of the society. To do so, it is expected Although teachers are the notable to work cooperatively among responsible individuals to lead the instructional bodies: schools, district education offices, activities in the given schools, there are zonal education departments, Regional some teacher context problems which education bureaus and the MoE in general. obstruct their roles and responsibilities. Teacher Related Problems that Challenge GRP Practices Table 7: One-sample t-test result on the teacher related challenges of GRP Item Test Value = 3 N Mean Std. t df Sig. (2- Mean 95% Confidence Deviation tailed) Difference Interval of the Difference Lower Upper Teacher 280 3.19 .671 4.824 279 .000 .194 .11 .27 related challenges *P<0.05

In order to specify these problems, the Not only parental economic researchers had analyzed the collected data challenges, but also teachers recently from respondents via using mean and one found under shouldering skyrocketing living conditions. Thus, they think sample t-test. According to the finding more for having additional income (M=3.19; t=4.824; p=.000, see Table 7, there sources to resist this costly world is a significant difference between the rather teach their students by observed mean (3.19) and the test value (3). considering students’ particular In relation to this, the participant interest or cultural backgrounds. For students in interview session noted that to example, there was a teacher in our teach students by considering gender staff who has worked as waiter in his rest time. Accordingly, teachers hate equality; some teachers have their own their profession instead of teaching problems. As they briefed, science teachers their students lovely by considering had knowledge gap - they were weak to what teaching occupation needs to clarify mean concepts of given subject exercise by them. matters; some others also were ineffective to So, the researchers initiated to argue teach their students by considering students’ as lack of commitment to work towards level of understanding (contents are difficult gender equality; knowledge gap; unable to which are out of learners’ status). Not only organize contents based on students’ level of this, as the respondent from Kobo secondary understanding; living sky cost; teachers’ lack noted, but also some of them as well simply of consideration of gender; their lack of come to the class only to open plasma (they gender skill; and their low commitment to are not initiated to introduce what the prepare gender fair supportive instructional plasma teacher is going to teach and to materials were regarded as teacher related summarize the main concepts which the harms that could affect their played efforts of plasma had introduced). getting gender equality in the instructional The FGD respondents also had shared process. their belief by saying as: Therefore, it is vital to make teachers to have economic wellbeing to lead their life

without more tightened manner, and also aligned to state content standards; activities, important to create awareness on teachers materials, and assessments that are rarely how to treat male and female students in aligned to state standards, rarely logically their instructional activities. sequenced, rarely build on prior student To summarize, the analyze data out knowledge, and inconsistently provide time lined that poverty, girls’ migration, girls’ for student work, and lesson and unit over work engagement etc. under economic closure; and little evidence that the plan related; low attitude of parents, early provides some opportunities to accommodate marriage, traditional expectations of gender individual student needs. roles etc. under culture related; shortage of FGD participants on their side argued gender fair teaching materials, that teachers did not use teaching aids ineffectiveness of the designed rules and always, and the school has not resource regulations, dysfunctional school clubs etc. center which makes the production and under school related; and low commitment to utilization of instructional materials to be have gender fair teaching, inappropriate difficult for teachers. Even though teachers content usage in teaching etc. under school initiated to use the materials sparingly, they related had considered as the notable will give emphasis for content rather than problems to facilitate GRP. gender. This indicates to what extent they were Discussion and Implication ineffective to modify learning materials so as to reflect all students’ feeling in their note As stated above, the present study preparation, they were also poor to develop indicated how science teachers of the setting GRP encouraging materials to facilitate their were effective to facilitate gender responsive classroom practices, and as well, they were pedagogy (GRP) significantly. Inversely, unproductive to initiate their students to Nabbuye’s [30] findings noted that GRP prepare and use GR instructional materials in approach has not fully translated into the instructional process. changes in the classrooms of Uganda. Furthermore, science teachers of the Although the current study showed setting were ineffective to play their GRP implementation effectiveness of responsibility of working towards achieving teachers in general manner, the conducted GR management of sexual maturation. FGD interview and FGD noted that teachers as respondents added by saying that girls club well vain in line with lesson planning; was not functional and there was no preparation and utilization of instructional guidance and counseling service, and materials; and in the management of sexual sanitary assistance service in the school for maturation. females in the time of menstruation. As they Thus, FGD respondents argued that noted, there were no regular and teachers were motivated to consider subject programmed services in the secondary matters, teaching methodologies, activities, schools, and students themselves, teaching materials, assessment techniques particularly females have not clearly or but not gender while preparing lesson plan. explicitly exert out their faced problems in Likewise, the conducted study by National the time of sexual maturation. Institute for Excellence in Teaching (NIET) This also confirmed by UNESCO [32] [31] indicated that instructional plans that which argued that the full engagement of designed by teachers include few goals girls in school activities is negatively

affected, with many girls reporting they parents, and learn their schooling by ranting stayed home from school due to menstrual house. This condition leads them to expense cramping, insufficient menstrual hygiene more money which influenced their teaching materials, inadequate water and sanitation process. Thus, according to them, some facilities in schools, unsupportive parents cannot cover the require expenses, environments, and fear of a menstrual and accordingly they enforced to give up accident. their schooling. Generally, this teachers’ Equally, the conducted FGD in Kelala ineffectiveness, as the one sample t-test by Bekele, Pereznieto and Guday [35] has result briefed at Table 2, had resulted from confirmed the present study that elaborated economic, school, culture and teacher related as there is a severe economic problem in factors. To clarify, the finding has their community driving youth out- conceptualized to what extent girls’ over migration: engagement by financial based activities and The economic problem is their migration (economic related); parents’ common for boys and girls. They do low considerations of their children’s’ not have any alternative options here for them. There is no promising learning, traditional constructed gender roles, future even after ‘completing’ their early marriage (culture related); knowledge education. Therefore, we let them go and skill gap, low commitment to practice freely. The potential negative GRP, inability to prepare and use GR outcome does not bother them much teaching materials etc. (teacher related); and or hinder them from migrating. They scarcity of GR instructional materials, prefer to face the challenges. Young dysfunctional school clubs (school related) adolescent girl group discussants in Kobo cited at least one person from were affected teachers’ initiation of their families (a sister, brother, aunt facilitating GRP. or uncle) who had migrated to Saudi In his study, Keski [33] revealed that Arabia, and most of them had had to existing practical arrangements at the school dropout from school to migrate of Ethiopia do not support the use of a (Bekele, Pereznieto & Guday [35]). student centered teaching method. For example, a detailed curriculum, annual tests, Reviewing a large number of a high student-teacher ratio and a lack of different studies relating to young people’s teaching and learning materials support experience of violence in Ethiopia, as teacher-led teaching and make it difficult to Mulugeta [36] argued, traced how implement student-centered teaching dimensions of poverty impacted on young methods. The study conducted by Jhpiego women’s experiences of sexual violence. Ethiopia [34] also noted that female students She found that vulnerability to sexual face greater financial constraints in paying violence was particularly high for young for their basic needs while in school women living away from families, engaged compared to male students, due to increased in domestic labor, commercial sex work, or obligations to take care of children and living on the streets rather focusing on their families outside of school and less family instructional process. support for their studies. So, according to the one sample t-test The FGD respondents of the current result – see Table 3, it is possible to say that study as well supported the issue by arguing economic challenges are the proponent that some students who come from the rural obstacles for teachers of facilitating their instruction based on particular students’ need 14

and experience. Therefore, the country is overcrowding and leads to poor required to satisfy the economic need of her performance. The study conducted by people by transforming the country’s agro Brightone [38] found that performance in economy to industrial economy. Newala District was low due to; Shortage of Secondly, this study was tried to dig teaching and learning materials and physical out school related factors that can affect GSS facilities. science teachers’ effort of achieving gender Equally, the research finding by fair instructional activities in their science Maikuva [39] showed that understaffing, teaching. Accordingly, the t-test finding – overcrowded classrooms, inadequate see Table 4, indicated the availability of syllabus coverage, inadequate classrooms, significant difference between the test value inadequate instructional materials and and the observed mean. Thus, as participants inadequate lesson preparations were in interview noted, launching of school clubs considered as factors that impacted on for reporting purpose; ineffective or quality of education in schools. Acharya [40] dysfunctional school rules and regulations, was conducted a study to explore the causes and school leaders’ lack of commitment to of learning difficulties in mathematics, and work towards gender equality were the the finding showed that school management notable problems that hampered teachers’ system, lack of infrastructure of school and effort of having gender fair instructional lack of regular assessment system of school activities. Likewise, FGD respondents are main causes of difficulties in learning briefed the issue as “GSS secondary schools mathematics. are ineffective to train both teachers and This condition even observed in students about concepts of gender and how Ethiopian higher education instructional to get gender fair teaching in schools; and process. For example, Mulugeta, Solomon they also weak to put in to practice the rules and Mathivanan [41] argued that major and regulations of the schools”. factors for implementation of student The finding supports the research centered physical education in Kotebe and findings of Feyera [7] which argued that Addis Ababa universities are lack of general secondary schools factors at Ilu Aba swimming pool, large class size, shortage of Bora Zone of Ethiopia such as absence of instructional materials like modules and laboratory chemicals, rooms, apparatuses, reference books. technicians and well organized laboratory To overcome these challenges, as manuals were negatively affected the Shumetie and Wondemu [42] recommended, effective implementation of science concerned bodies should strive to reduce education and students’ academic large numbers of students per class; and achievement as well. In their study, Zewde school administrators should also initiated to and Adamu [37] indicated that school fulfill the required gender responsive facilities which include absence of attractive instructional materials so as to motivate both classrooms, desks, chairs, tables, black male and female students equally. board, chalk, stationeries’, laboratories, Thirdly, studies undertaken at various libraries which have direct negative impacts times pertaining to girls’ education ensure on academic performances of students. For that the deep rooted misinterpretation and example, according to them, students’ cannot biased attitudes in the community, economic concentrate on their studies when there are and education inequality related issues, and lacks of enough classrooms which leads to far less attention are the main causes to the

problems of the education of girls (MoE uniforms (made the uniform to be tighten, [10]; UNESCO [43]). To brief, socio- torn, or made it to have twigs). Not only cultural factors such as social norms and this, but also hair style of male students as traditional practices about the role and well unacceptable which is not related to the position of women in Ethiopian society, Ethiopian culture. As they added, parents gender-based violence, early marriage and seem to be weak to control or advise their teenage pregnancy are affecting girls’ and boys not to initiate to facilitate unwanted women’s access to and completion of practices: smoking cigarette, chewing chat, education (UNESCO [43]). drinking alcohol etc. which in turn the Based on the analyzed data – see Table scenario hampered their instructional 5, the current study found out how cultural involvement. problems were affected teachers GRP Therefore, parents’ low attitude for practices. Thus, as a student from Kobo girls’ learning, socially constructed gender secondary noted, parents need to get extra roles and early marriage were taken as the labor from their children so as to facilitate major cultural problems which affected home and farm related activities. So, as he students particularly girls’ schooling. Thus, added, they initiated not to send children to as Kudjo and Kwasi [2] noted, educating the school. Moreover, a respondent from Merssa girl child in some African cultural settings is secondary school also added as: seen to be a taboo even in this twenty- first Parents have traditional century. Parents in parts of Africa still feel outlook in relation to interaction of that by giving the girl child the opportunity opposite sex. For example, if they get to go to school is a waste of resources, but a girl with a boy in discussing issues by preparing such girls for marriages are of teaching learning process, parents will link it directly with sexual seen to be the most profitable venture matters. Not only this, but also they because of the expected bridal price. have not any space or value for Traditional stereotypes of what jobs students who could not pass grade are appropriate for women in one hand and ten national examination. family and environmental influence In the same way, FGD respondents associated with the traditional role of from Sanka secondary school argued that women on the other hand often discourage parents have attitudinal problems that give female students from enrolling in science, warning to their daughters not to interact mechanical and technological courses (MoE with males since it leads them to develop [3]). malpractices (sexual practices). As they tried In Ethiopia, as UNESCO [22] argued, to clarify, this may be one reason that women and girls are given low status in students not to sit in group work or to make society, have a low level of participation in line with males in the schools’ anthem decision-making, and have limited ceremony. employment opportunities. Many of them Furthermore, parents develop low are subjected to violence of different kinds commitment to control or advise their ranging from sexual violence to harmful children especially males to learn properly in traditional practices such as early marriage, the school. According to FGD respondents female genital mutilation (FGM), from Sanka secondary, male students show HIV/AIDS, gender-based violence (GBV), unethical characteristics in the school than etc (UNESCO [22]; MoE [3]). females in terms of wearing styles of their 16

Female trainees who do choose to study communities (Bekele, Pereznieto & enroll in non-traditional programs still face Guday [35]). discrimination from instructors, employers Therefore, it is vital to reinforced and the community at large, and they consciousness raising and capacity encounter fewer prospects for employment development initiatives for students, staff and practical field assignments unlike males and community members in relation to (MoE [3]). The largely impediment to sexual violence avoidance. To do so, progressing female participation and awareness-raising activities and a “zero- attainment in education is the cultural tolerance” culture to the violence should be misunderstanding of the community and the promoted in all school environments and family more purposely early marriage and surrounding communities through school verbal upset etc. continue unsolved till at festivals, community dialogues, and public present (MoE [10]). For example, girls and education media. Life skills education, generally find themselves with much less including the topic of harassment time for other activities than boys. Further, prevention, should be provided through girls often do not have a say in how they expanded co-curricular modalities in allocate their time, following parental orders schools (MoE [3]). before marriage and orders from their Finally, one sample t-test finding husbands or parents-in-law after marriage noted the proponent teacher related (Bekele, Pereznieto & Guday [35]). challenges which hampered their teaching Education for All [44] briefed that one of significantly - see Table 6. This result is the critical problems of the Ethiopian consistent with what Feyera’s [7] finding education sector is a high dropout rate in reported. As he briefed, teachers have not almost all levels. Many students, used their maximum potential to implement particularly in emerging regions and science education effectively. Zewde and pastoralist areas drop out of school at early Adamu [37] as well stated that teacher grades. One of the reasons for this to take qualification, teachers’ working conditions place is that parents do not want to send and interests have been affected their their children to schools since they are using students’ involvement. Teachers’ use of them as a workforce in securing their more lecture method rather than student livelihood. centered method has influenced their Thus, parents in the rural students’ learning (Mulugeta, Solomon & communities of Kobo and Kelala used to Mathivanan [41]). This means, as Acharya have very high expectations when they sent [40] briefed, teachers lack of linkage their children to school. They hoped their between new mathematical concept and children would be able to obtain gainful previously learned mathematics structure, employment in the civil service, which mathematics anxiety, negative felling of would enable them to support themselves mathematics, economic condition and their and their families. Currently, however, educational backgrounds are the notable parents have lost hope in formal education challenges which have disturbed their when they see formally unemployed youth activities. in their locality who have completed Grades Therefore, concerned bodies such as 10 and 12. This lack of hope in the returns school directors, district education offices, of formal education is one of the drivers of zonal education departments, the regional migration of adolescent girls and boys in the education bureau and the MoE in general are

expected to motivate teachers, and also they possible to argue that GSS science teachers need to aware them how to facilitate gender of the North Wollo Zone had facilitated GRP responsive instructional activities in their fairly. Thus, they found as effective in schools. Thus, trainings on gender- relation to language usage, classroom setups, responsive pedagogy will be integrated as classroom interaction, and addressing sexual part of the pre-service, in-service harassment. To do so, opportunities such as professional development programs of introduction of NETP, GTP, and ESDP; teacher education. The current GRP training school clustering; presence of trained school manual is expected to be adapted in the supervisors and principals were initiated educational organizations of Ethiopia (MoE teachers to practice GRP. [3]). However, they as well ineffective to prepare GR lesson plan, to prepare and use GR instructional materials and to have GR management of sexual maturation. This ineffectiveness of them was sourced from Conclusion ranges of challenges: economic related, Based on the conducted data culture related; school related and teacher interpretations and discussions above, it is related.

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