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CHALLENGES FOR TEACHER TRAINING IN INSTITUTING GENDER RESPONSIVE PEDAGOGY IN SCHOOLS IN AFRICA ( HIB SEMINAR) 27 th Sep PowerPoint Presentation
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CHALLENGES FOR TEACHER TRAINING IN INSTITUTING GENDER RESPONSIVE PEDAGOGY IN SCHOOLS IN AFRICA ( HIB SEMINAR) 27 th Sep - PowerPoint PPT Presentation


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CHALLENGES FOR TEACHER TRAINING IN INSTITUTING GENDER RESPONSIVE PEDAGOGY IN SCHOOLS IN AFRICA ( HIB SEMINAR) 27 th September-2 October 2005, Bergen, Norway By Prof Penina Mlama [Ph.D] Executive Director, Forum for African Women Educationalists (FAWE). INTRODUCTION .

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CHALLENGES FOR TEACHER TRAINING IN INSTITUTING GENDER RESPONSIVE PEDAGOGY IN SCHOOLS IN AFRICA

(HIB SEMINAR)

27th September-2 October 2005,

Bergen, Norway

By

Prof Penina Mlama [Ph.D]

Executive Director, Forum for African Women Educationalists (FAWE)

introduction
INTRODUCTION
  • Recognition of need for gender equality in education
  • Global and National efforts to address gender equality
  • Many challenges from gender factors
interventions to address gender in education
Interventions to address gender in Education
  • Schools close to home (Burkina Faso, Sudan)
  • Flexible time table (Ethiopia)
  • Mothers clubs to support girls’ education (Zambia, Gambia)
  • Community libraries (Ghana)
  • Boarding facilities (Many Countries)
  • Provision of water in schools (many Countries
  • Separate toilets for boys and girls (many countries)
interventions to address gender in education cont d
Interventions to address gender in Education Cont’d
  • Gender sensitisation of parents, teachers community)
  • Establishment of scholarships for the needy (many countries)
  • Legislation against early marriage (Kenya)
  • Re-entry into schools for girls who get pregnant (Zambia, Naimbia, Kenya, Guinee)
  • Provision of non-formal/complementary education for schools drop outs/miss outs (Tanzania/Uganda)
challenges
Challenges
  • Gender gap still wide especially against girls
  • Many factors impending access, retention and performance e.g: -
    • Poverty
    • Early marriage
    • Excessive domestic chores
    • Distance from school
  • Lack of Gender responsive pedagogy
lack of gender responsive pedagogy
Lack of Gender Responsive Pedagogy
  • Low level of Gender responsiveness in: -
    • Teacher attitudes
    • Teaching methodologies
    • Teaching and Learning materials
    • Language use in the classrooms
    • Teacher-Student interaction in the classroom
    • School management systems
    • The Social gender conduct
    • Student-Student interaction
    • Physical school environment
lack of teacher training in gender responsive pedagogy
Lack of Teacher Training in Gender Responsive Pedagogy
  • Absence of Gender component in teacher training
  • Sporadic gender sensitization seminars
  • Limited cases of review of text books
  • Majority of teachers have received no training on gender.
fawe s effort in developing gender responsive pedagogy
FAWE’s effort in developing gender responsive pedagogy

About FAWE:

FAWE’s Vision

- Gender disparities in education will be significantly reduced and that more girls will have access to schooling, complete their studies and perform well at all levels

about fawe cont d
About FAWE Cont’d

FAWE’s Mission:

- FAWE, together with its partners, will work at all levels to create positive societal attitudes and to influence policy and practice for the promotion of gender equality in education.

FAWE’s Goal:

  - To improve access, retention and performance for girls at all levels of the education system.

fawe s interventions on gender responsive school environment
FAWE’s interventions on Gender ResponsiveSchool Environment
  • Centres of Excellence (COE
    • A holistic intervention to transform the school into a gender responsive environment academically, physically and Socially
  • Empowerment of girls
    • skills in self confidence, assertiveness, decision making etc.
  • Gender Responsive pedagogy
    • Teaching and Learning process
gender responsive pedagogy
Gender Responsive pedagogy
  • A holistic intervention to make the teaching and learning processes gender responsive
  • Worked with teachers in three schools (Kenya, Tanzania, Rwanda)
  • In collaboration with teachers produced a Gender Responsive pedagogy handbook for teachers

(Gender Responsive Pedagogy: Teacher’s Handbook, FAWE: 2005.)

gender responsive pedagogy cont d
Gender Responsive pedagogy Cont’d
  • The handbook addresses gender responsiveness in:

- Lesson planning

- Teaching and learning materials

- Teaching methodologies

- Teacher-student interactions in the classroom

gender responsive pedagogy cont d1
Gender Responsive Pedagogy Cont’ d

- Student-student interactions

- Language use in the classroom

- Classroom set up

- Schools management system

- Management of sexual maturation

- combating sexual harassment

gender responsive pedagogy cont d2
Gender Responsive Pedagogy Cont’d
  • Teachers in the three schools currently piloting the manual
  • If successful, plan to replicate/mainstream.
challenges for teacher training
Challenges for Teacher Training
  • Need to include Gender Responsive pedagogy in Teacher Training: -
    • Analysis of social gender context of teaching and learning
    • Teachers gender awareness
    • Skills in low to handle gender responsiveness in the teaching and learning process
challenges for teacher training cont d
Challenges for Teacher Training Cont’d

- How to transform current teaching and learning processes to become gender responsive.

  • Overall school environment
  • Lesson Planning
  • Production or selection or use of teaching and learning materials
  • Language use
  • Classroom set up
  • Classroom interaction
  • Management of sexual maturation
  • Combating sexual harassment
challenges for international cooperation
Challenges for International cooperation

The development partners to take into account

the following: -

  • To be gender responsive themselves
  • To question education reforms that do not include gender responsiveness
  • To see teachers as agents of change in gender transformation
  • To make education funding gender responsive
  • To give serious attention to the gender realities on the ground.
  • To offer partnership in Teacher Training for gender responsiveness.
conclusion
Conclusion

Gender responsive pedagogy in teacher training is a must for the attainment of quality education and the EFA and MDG gender goals