{"id":61708,"date":"2025-04-03T10:06:19","date_gmt":"2025-04-03T07:06:19","guid":{"rendered":"https:\/\/fawe.org\/?p=61587"},"modified":"2025-04-03T10:06:19","modified_gmt":"2025-04-03T07:06:19","slug":"scaling-gender-responsive-pedagogy-insights-from-the-inaugural-regional-workshop","status":"publish","type":"post","link":"https:\/\/fawe.org\/en\/scaling-gender-responsive-pedagogy-insights-from-the-inaugural-regional-workshop\/","title":{"rendered":"Scaling Gender-Responsive Pedagogy: Insights from the Inaugural Regional Workshop"},"content":{"rendered":"

Gender equality in education is crucial to realising every child’s potential, yet cultural norms and educational practices often reinforce gender disparities. To address this, VVOB and the\u00a0Forum for African Women Educationalists (FAWE)<\/a>\u00a0convened the Regional Workshop for the Identification of Scalable Gender-responsive Pedagogy (GRP) Initiatives in Nairobi, Kenya. The workshop\u00a0brought together policymakers, government and civil society organisations,\u00a0technical experts and more working on teacher professional development (TPD) for GRP in Kenya, Uganda, Tanzania, Rwanda, Malawi and Zimbabwe.\u00a0Held to identify promising TPD for GRP initiatives with potential for scale, the workshop focused on\u00a0collaboration and the development of strategies to enhance impact across different education systems.\u00a0<\/em><\/p>\n

Why Gender-Responsive Pedagogy?<\/em><\/strong><\/p>\n

Gender-responsive pedagogy challenges the deep-rooted cultural norms that perpetuate gender inequalities in education. Reports such as the 2023 Gender\u00a0Social Norms Index<\/a>\u00a0by United Nations Development Programme (UNDP) affirm that negative gendered cultural beliefs, norms and practices in society still affect many communities, especially in Sub-Saharan Africa, leading to inequalities and violations of women and girls, boys and men. Further, The World Health Organisation\u2019s\u00a0Global Early Adolescent Study<\/a>\u00a0finds that between the ages 10\u201314, young adolescents face a critical point of intensification in personal gender attitudes, self-perceptions, as well as societal expectations of them. This stage allows teachers to challenge gender stereotypes through inclusive teaching, ensuring they don’t limit children’s potential later on.<\/p>\n

A Shared Vision; Collaborative Efforts<\/em><\/strong><\/p>\n

It is against this background that the\u00a0Regional Teachers Initiative for Africa (RTIA)<\/a>\u00a0was launched in April 2024 to improve the education and training of teachers to make sure that schools have enough qualified teachers. Aligned with\u00a0the Continental Education Strategy for Africa<\/a>, the initiative strengthens regional and national systems to deliver and scale effective professional development on GRP.<\/p>\n

 <\/p>\n

Speaking at the event, VVOB in Kenya Country Programmes Manager Claire Mazin, noted that ensuring gender equality is not just a goal but a reality: \u201cOur collective vision begins today:\u00a0By fostering regional partnerships, we can accelerate gender-responsive teaching, exchange knowledge and drive advocacy\u2014starting with our children, colleagues, and friends. Investing where it matters means mobilising resources wisely to build inclusive education systems and strengthen accountability.”<\/p>\n

 <\/p>\n

Her sentiments were supported by Naomi Kamitha, Programme Officer at FAWE Africa, who emphasised the tangible impact the participants\u2019 collective work would have. \u201cOur experience implementing gender-responsive pedagogy in Africa not only shows positive impacts on children’s retention in school; we also see that girls and boys are able to speak up and act against gender inequalities. This shows the real transformative potential of GRP.\u201d She was speaking on behalf of Dr. Teresa Omondi-Adeitan, Deputy Executive Director of FAWE Africa.<\/p>\n

Strengthening and Scaling Gender-Responsive Pedagogy Initiatives<\/em><\/strong><\/p>\n

Over the two days, participants engaged in a dynamic exchange of ideas and experiences, structured around four key activities:<\/p>\n

 <\/p>\n

    \n
  1. Showcasing existing GRP innovations<\/strong>\u00a0\u2013 Participants from a range of national and international organisations, shared\u00a0successful approaches to GRP in their respective countries, highlighting what has worked, the challenges faced and the impact observed in classrooms. These included approaches supporting gender-responsive teaching and learning, innovative TPD approaches on GRP using technology like mobile apps, and programmes building community involvement and support for GRP, for example, through community-based mentorship and career guidance.<\/li>\n
  2. Analysing scalability considerations\u00a0<\/strong>\u2013 Identifying good practices alone does not suffice\u2014to have real impact, GRP approaches need to be implemented at scale in different education systems. The second part of the workshop therefore centred on what makes a GRP initiative scalable, exploring aspects such as institutional buy-in, policy alignment, cost-effectiveness and adaptability across diverse contexts.<\/li>\n
  3. Co-creative improvement of initiatives<\/strong>\u00a0\u2013 In a subsequent step, participants refined existing GRP approaches, integrating lessons learnt and feedback from peers to strengthen their effectiveness and feasibility.\u00a0 Key strategies from these sessions included using iterative design to improve effectiveness, building evidence of impact and assessing the value of GRP components to identify those that may not be necessary or cost-effective. Blended TPD models were also highlighted as a best practice.<\/li>\n
  4. Developing resource mobilisation strategies\u00a0<\/strong>\u2013 The workshop concluded with sessions on donor engagement and funding approaches, equipping organisations with strategies to secure resources for expanding their GRP initiatives. Through engaging role-play, participants practiced pitching their refined ideas to financial partners, getting hands-on experience selling their ideas in compelling and effective ways.<\/li>\n<\/ol>\n

     <\/p>\n

    Participants described the two-day interaction as highly informative. \u201cA key highlight for me was recognising that there\u2019s so much we are already doing, what we need to strengthen is documentation, collaboration and building of evidence, through research. Practicing pitching our ideas to donors was eye-opening as it requires you to think differently about your initiative, not in technical terms, but on how to communicate its impact most effectively,\u201d said Sylvain Mudahinyuka, Project Officer at Association for the Development of Education in Africa (ADEA), Rwanda.<\/p>\n

    Moving Forward: Partnerships for Scale<\/em><\/strong><\/p>\n

    As a result of this workshop, organisations have committed to refining their initiatives and pursuing strategic partnerships to scale GRP in their respective contexts. VVOB and FAWE will continue to support this process through ongoing collaboration, knowledge sharing and resource mobilisation efforts within the RTIA framework.<\/p>\n

     <\/p>\n

    \u201cAs VVOB, we believe in the power of partnerships to create lasting impact. The two-day meeting we\u2019ve had lays a good foundation for the work ahead even as we forge forward with like-minded partners to support teachers\u2019 professional development on gender-responsive education, thereby ensuring a more competent, motivated and inclusive teacher workforce, for the benefit of learners,\u201d said Hans De Greve, VVOB\u2019s Global Strategic Education Advisor and focal point for the RTIA project.<\/p>\n

     <\/p>\n","protected":false},"excerpt":{"rendered":"

    Gender equality in education is crucial to realising every child’s potential, yet cultural norms and educational practices often reinforce gender disparities. To address this, VVOB and the\u00a0Forum for African Women Educationalists (FAWE)\u00a0convened the Regional Workshop for the Identification of Scalable Gender-responsive Pedagogy (GRP) Initiatives in Nairobi, Kenya. 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