Improving the quality of teaching and learning: FAWE’s Gender-Responsive Pedagogy model
The Gender-Responsive Pedagogy model demonstrates how to transform teaching and learning processes to become gender-responsive in relation to lesson planning, teaching and learning materials, language use in the classroom, classroom set-up, classroom interaction and the role of school management in supporting gender-responsive pedagogical approaches in the school.
The two key elements of FAWE’s GRP model are GRP training of teachers that targets practical skills and GRP training of the school management team. GRP training is delivered primarily through school-based in-service teacher training. However, in order to ensure that all teacher trainee graduates acquire gender-responsive pedagogical skills, FAWE is also working with teacher training colleges in selected countries to influence the mainstreaming of GRP in teacher training college curricula in order to train pre-service teachers and lecturers in gender responsiveness.
FAWE’s GRP model has been implemented since 2005. To date, the model has been introduced in 10 teacher training colleges in five countries1 and in 21 existing FAWE Centre of Excellence (COE) schools in 19 countries2. In some countries, the GRP model has also been introduced in non-COE schools.
Impact of the GRP model
Replicating the GRP approach for greater impact
Case studies: The Gender-Responsive Pedagogy in Teacher Education Project
1 Ethiopia, Kenya, Malawi,Tanzania and Zimbabwe.
2 Benin, Burkina Faso, Comoros, Chad, Ethiopia, Gambia, Ghana, Guinea, Kenya, Malawi, Madagascar, Namibia, Rwanda, Tanzania, Southern Sudan, Swaziland, Uganda, Zanzibar and Zambia.