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GENDER RESPONSIVE PEDAGOGY A TOOLKIT FOR TEACHERS AND SCHOOLS 2ND EDITION PREFACE The quality of teaching across all levels of education has a significant impact on academic access, retention and performance of girls and boys in Africa. This includes the systematic professionalization of both teaching and non-teaching roles within education, by improving teacher training and support for teachers. Notably, many teachers in sub-Saharan Africa, conditioned by patriarchal values in their communities, employ teaching methods that are not conducive for equal participation of both girls and boys. Neither do these methods take into account the individual needs of learners, especially girls. Equipping teachers with knowledge, skills and attitudes to enable them to respond adequately to the learning needs of girls and boys through using gen- der-aware classroom processes and practices ultimately improves learning outcomes and enhances gender sensitivity in the delivery of education services. The Forum for African Women Educationalists (FAWE) in 2005 developed the Gender-Responsive Pedagogy (GRP) model to address the quality of teaching in African schools. The GRP model trains teachers to be more gender aware and equips them with the skills to understand and address the specific learning needs of both sexes. It develops teaching practices that engender equal treatment and participation of girls and boys in the classroom and in the wider school community. It advocates for classroom practices that ensure equal par- ticipation of girls and boys, including a classroom environment that encourages both to thrive. Teachers are trained in the design and use of gender-responsive lesson plans, classroom interaction, classroom set-up, language use in the classroom, teaching and learning materials, management of sexual maturation, strategies to eliminate sexual harassment, gender-responsive school management systems, and monitoring and eval- uation. Since its development, the GRP Teacher’s Handbook has been used as a reference material by in-service teachers in different teacher training colleges and schools in Burkina Faso, Chad, Ethiopia, The Gambia, Guin- ea, Kenya, Malawi, Namibia, Rwanda, Senegal, Tanzania, Uganda and Zambia. Given the need for accelerated efforts not only for girls’ access, but also their retention and progression through secondary education and beyond, there is renewed interest in scaling up this model. The review of the GRP Teacher’s Handbook has been necessitated by changing trends both in education systems, and in teaching and learning processes. Therefore, the review seeks to contribute to greater educational impacts for girls and boys. The review was also intended to modify the Handbook to fit pre-service as well as in-service, unlike the original handbook which was only designed for in-service training. It is in this regard that FAWE in March 2018 entered into a partnership with UNICEF ESARO and WCARO, UNESCO IICBA and UNGEI with the aim of developing a Gender Responsive Toolkit that can be used to advocate and support African education systems to mainstream GRP in pre-service and in-service/Continuous Professional Development activities of Ministries of Education. This revised GRP Toolkit will also form a core component of support towards implementation of the FAWE and AU/ CIEFFA commissioned gender equality strategy of the AU’s CESA 2016-2025. I ACKNOWLEDGMENTS The Forum for African Women Educationalists is grateful to all those who have participated in generating the revised version of the Gender Responsive Pedagogy toolkit. Special recognition goes to our partners UNICEF WCARO and ESARO, UNESCO IICBA, UNGEI and their focal teams for the unwavering technical support offered during the review process. Special thanks to Inge Vervloesem and Charlotte Pram Nielsen of UNICEF WCARO, Tizie Maphalala and Lara Burger of UNICEF ESARO, Eyerusalem Azmeraw and Rodjan Indriyati of UNESCO IICBA. To the Creative Action Institute (CAI) team, ably led by Clare Dowd, we are forever indebted for the technical and professional support offered through the entire process as consultants. FAWE particularly appreciates the FAWE staff who helped generate the revised toolkit: Immediate former Executive Director Ms. Hendrina Doroba, Acting Executive Director and Head of Programmes Ms. Martha Muhwezi, Programme Coordinator Gabriel Waithaka, the Regional Secretariat network specialist consul- tants Houraye Anne-Mamadou and Daphne Chimuka alongside the very capable FAWE National Coordina- tors Neema Kitundu (Tanzania), Teresa Otieno (Kenya) and Wesley Chabwera (Malawi). The entire review process of the Gender Responsive Toolkit model was made possible through the gener- ous financial support from UNICEF WCARO and ESARO, UNESCO IICBA and FAWE through the Mastercard Foundation. AUTHORS Creative Action Institute Team: Clare Dowd Aryeh Shell Veronica Thamaini Louisa Trackman GRAPHIC DESIGN McKenzie Shell Forum for African Women Educationalists (FAWE) FAWE House, Chania Avenue, off Wood Avenue, Kilimani P.O. Box 21394 - Ngong Road, Nairobi 00505, Kenya. Tel: (254-020) 3873131/3873359 Fax: (254-020) 3874150 Email: [email protected] www.fawe.org FAWE (2018). Gender Responsive Pedagogy: A Toolkit for Teachers and Schools. 2nd, updated ed. Nairobi: Forum for African Women Educationalists. FAWE House II GUIDELINES FOR USING TOOLKIT ABOUT THE TOOLKIT for learners to access and analyse information; share This toolkit builds on the Gender Responsive Pedagogy: their thoughts, experiences, and hopes; and engage A Teacher’s Handbook developed by the Forum for others; so activities embed drawing, poetry, theatre, African Women Educationalists in 2005, synthesizing etc. not as the goal of the activity but as part of the best practices from more recently developed and process. implemented gender responsive pedagogy toolkits as well • The topics of gender equality; access to education; as research on gender equality and gender-responsive elimination of gender-based violence and education in the African context that has emerged since discrimination; and access to sexual and reproductive then. It is intended as: health and rights are tackled with a human rights • a practical tool for training new teachers and refreshing approach. knowledge and skills of seasoned teachers; • a reference full of creative and participatory activities HOW TO USE THE TOOLKIT for classroom teachers to create inclusive classroom While we encourage teachers and administrators to environments where all students can thrive and review all the units in the toolkit, we have divided the become critical and creative thinkers without gender- toolkit into units that are color-coded with a sidebar. bias; Teal units are geared towards teachers; purple units • a reference for school management to ensure the are geared towards school leadership, managers, and school supports teachers’ training, learning, and administrators; and orange units are for both. Where application of gender responsive pedagogy (GRP) units are intended for both teachers and administrators, through policies, observation and guidance, and we have also indicated, in text, which pieces of the unit monitoring and evaluation; and are for which user. • a reference for teachers and school management Units 1-2 offer foundational information for teachers to creatively engage a wide range of community and administrators. Unit 3 provides background for stakeholders in GRP and related topics, since students administrators and tools for management. Units 4-7 and schools do not exist in isolation but in an include more tactical approaches and activities for ecosystem of social and cultural norms that may not teachers to apply GRP in the classroom. Units 8-11 are necessarily align with GRP. for teachers and school management to create a school INTENDED AUDIENCES environment that is gender responsive as well as engage Teachers have always been pivotal in creating classrooms the community in which schools exist in the process. that are inclusive and in which students have equal Unit 12 serves as a basic guide in the design, monitoring opportunity to access quality education. As a result, and evaluating needed in the deployment of GRP in a this toolkit is intended for use by pre-service and in- school and offers tools for school management, teachers, service teachers at primary and secondary schools. students, and other stakeholders to participate in the However, school leadership and management are process. critical to creating an environment where teachers are Activities throughout the toolkit are primarily geared empowered and accountable for creating a gender- towards in-service teachers either to apply in the responsive classroom. Positive outcomes from FAWE's classroom or to reflect on their own skills and teaching extensive experience training administrators in GRP and habits. If activities are too complex for the primary school their Centres of Excellence model - as well as the field setting, suggested adaptations are offered. research conducted in conjunction with the development of this toolkit - underscores how important it is for school For pre-service teachers, it is recommended that the management to be trained in GRP and to help drive its activities be practiced through role-play, with pre- implementation. service teachers taking turns being teachers and students. They should ensure there is enough time to reflect on the As a result, this toolkit is also intended for use by school experience, what worked, and what could have been directors,
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