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WORLD TEACHERS’ DAY: EMPOWERING TEACHERS, BUILDING SUSTAINABLE SOCIETIES WORLD TEACHERS’ DAY: EMPOWERING TEACHERS, BUILDING SUSTAINABLE SOCIETIES
Today, 5th October, World Teachers’ Day, as the global community comes together to support the new 2030 UN Agenda for Sustainable Development Goals (SDGs), FAWE and its network, would like to highlight the crucial role teachers play in achieving…

Voices

A world of possibilities A world of possibilities
By Dr. Harriet Sakala, FAWEZA Alumni

From the Executive

Clinton Global Initiative to recognise FAWE’s work to improve the quality of teaching and learning


Wednesday, 21 September 2011

Courtesy Nancy Wong for FAWECourtesy Nancy Wong for FAWEThe Clinton Global Initiative (CGI) has selected FAWE as one of several organisations and individuals who will be recognised for their commitments to action on various development issues at the 7th CGI Annual Meeting in New York, US, on 22 September 2011.

FAWE Executive Director Ms Oley Dibba-Wadda will join other CGI members on stage at an event where FAWE’s Gender-Responsive Pedagogy (GRP) model will be presented as an exemplary approach to addressing challenges in education.

The Gender-Responsive Pedagogy model equips teachers and school management with knowledge, skills and attitudes to enable them to respond adequately to the learning needs of girls and boys.

FAWE’s approach makes teachers more gender aware by training them in gender-sensitive classroom processes and practices which result in equal participation of boys and girls in the classroom as well as in the community.

A 2009 evaluation of the model in six African countries found that teachers directly exposed to FAWE’s GRP training had changed their practices and become more gender-sensitive. Both boys and girls were called upon to demonstrate work by the teacher with the same frequency.

The evaluation also noted positive change in the gender dynamics within schools and in the behaviour and attitudes of girls and boys in the classroom. Girls actively participated in classroom discussions and there was a noted increase in their confidence levels.

In teacher training colleges where FAWE’s Gender-Responsive Pedagogy had been introduced, there was noted positive impact on the approach and teaching methodology of in-service teachers.

In 2010, the Ministry of Education of Malawi began integrating FAWE’s Gender-Responsive Pedagogy model in 10 government teacher training colleges. In Ethiopia, the Ministry of Education has committed to making the GRP model one of the compulsory modules of pre-service pedagogical training for secondary school teachers.

FAWE is also partnering with UNICEF’s Eastern and Southern African Regional Office (ESARO) to integrate gender-responsive pedagogy into teacher education institutions in six African countries. Furthermore, eight David and Lucile Packard Foundation partners in Ethiopia have committed to integrating GRP in over 300 schools in which they are currently working.

For more on FAWE’s Gender-Responsive Pedagogy model, please click here.

A live webcast of FAWE’s participation at the CGI event will be available at http://bit.ly/cgilive.

Please visit www.fawe.org for regular news updates.

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