{"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\/fr\/scaling-gender-responsive-pedagogy-insights-from-the-inaugural-regional-workshop\/","title":{"rendered":"Mise \u00e0 l'\u00e9chelle de la p\u00e9dagogie sensible au genre : Perspectives de l'atelier r\u00e9gional inaugural"},"content":{"rendered":"

L'\u00e9galit\u00e9 des sexes dans l'\u00e9ducation est essentielle pour r\u00e9aliser le potentiel de chaque enfant, mais les normes culturelles et les pratiques \u00e9ducatives renforcent souvent les disparit\u00e9s entre les sexes. Pour y rem\u00e9dier, la VVOB et la\u00a0Forum des \u00e9ducatrices africaines (FAWE)<\/a>\u00a0a organis\u00e9 \u00e0 Nairobi, au Kenya, un atelier r\u00e9gional pour l'identification d'initiatives transposables en mati\u00e8re de p\u00e9dagogie respectueuse de l'\u00e9galit\u00e9 entre les hommes et les femmes. L'atelier a r\u00e9uni des d\u00e9cideurs politiques, des organisations gouvernementales et de la soci\u00e9t\u00e9 civile, des experts techniques et d'autres personnes travaillant sur le d\u00e9veloppement professionnel des enseignants (TPD) pour la PGR au Kenya, en Ouganda, en Tanzanie, au Rwanda, au Malawi et au Zimbabwe. Organis\u00e9 dans le but d'identifier les initiatives prometteuses en mati\u00e8re de DPT pour le PRG ayant un potentiel d'expansion, l'atelier s'est concentr\u00e9 sur la collaboration et l'\u00e9laboration de strat\u00e9gies visant \u00e0 renforcer l'impact dans les diff\u00e9rents syst\u00e8mes \u00e9ducatifs.\u00a0<\/em><\/p>\n

Pourquoi une p\u00e9dagogie sensible au genre ?<\/em><\/strong><\/p>\n

La p\u00e9dagogie sensible au genre remet en question les normes culturelles profond\u00e9ment enracin\u00e9es qui perp\u00e9tuent les in\u00e9galit\u00e9s entre les sexes dans l'\u00e9ducation. Des rapports tels que le rapport 2023 Gender\u00a0Indice des normes sociales<\/a>\u00a0Le Programme des Nations unies pour le d\u00e9veloppement (PNUD) affirme que les croyances, normes et pratiques culturelles n\u00e9gatives li\u00e9es au genre dans la soci\u00e9t\u00e9 affectent encore de nombreuses communaut\u00e9s, en particulier en Afrique subsaharienne, entra\u00eenant des in\u00e9galit\u00e9s et des violations \u00e0 l'encontre des femmes et des filles, des gar\u00e7ons et des hommes. En outre, le rapport de l'Organisation mondiale de la sant\u00e9\u00a0\u00c9tude mondiale sur le d\u00e9but de l'adolescence<\/a>\u00a0constate qu'entre 10 et 14 ans, les jeunes adolescents sont confront\u00e9s \u00e0 un point critique d'intensification des attitudes personnelles en mati\u00e8re de genre, des perceptions de soi, ainsi que des attentes de la soci\u00e9t\u00e9 \u00e0 leur \u00e9gard. Cette \u00e9tape permet aux enseignants de remettre en question les st\u00e9r\u00e9otypes de genre par le biais d'un enseignement inclusif, en veillant \u00e0 ce qu'ils ne limitent pas le potentiel des enfants plus tard.<\/p>\n

Une vision commune ; des efforts de collaboration<\/em><\/strong><\/p>\n

C'est dans ce contexte que la\u00a0Initiative r\u00e9gionale des enseignants pour l'Afrique (RTIA)<\/a>\u00a0a \u00e9t\u00e9 lanc\u00e9 en avril 2024 pour am\u00e9liorer l'\u00e9ducation et la formation des enseignants et faire en sorte que les \u00e9coles disposent d'un nombre suffisant d'enseignants qualifi\u00e9s. Align\u00e9 sur le\u00a0la strat\u00e9gie continentale d'\u00e9ducation pour l'Afrique<\/a>, L'initiative renforce les syst\u00e8mes r\u00e9gionaux et nationaux afin d'offrir et d'\u00e9tendre un d\u00e9veloppement professionnel efficace en mati\u00e8re de PRG.<\/p>\n

 <\/p>\n

S'exprimant lors de l'\u00e9v\u00e9nement, la responsable des programmes nationaux du VVOB au Kenya, Claire Mazin, a fait remarquer que l'\u00e9galit\u00e9 des sexes n'est pas seulement un objectif, mais une r\u00e9alit\u00e9 : \u201cNotre vision collective commence aujourd'hui : En encourageant les partenariats r\u00e9gionaux, nous pouvons acc\u00e9l\u00e9rer l'enseignement sensible au genre, \u00e9changer des connaissances et mener des actions de sensibilisation, en commen\u00e7ant par nos enfants, nos coll\u00e8gues et nos amis. Investir l\u00e0 o\u00f9 c'est important signifie mobiliser des ressources de mani\u00e8re judicieuse pour construire des syst\u00e8mes \u00e9ducatifs inclusifs et renforcer la responsabilit\u00e9.\u201d<\/p>\n

 <\/p>\n

Naomi Kamitha, charg\u00e9e de programme au FAWE Afrique, a appuy\u00e9 ses propos en soulignant l'impact tangible du travail collectif des participants. \u2019Notre exp\u00e9rience de la mise en \u0153uvre de la p\u00e9dagogie sensible au genre en Afrique ne montre pas seulement des effets positifs sur le maintien des enfants \u00e0 l'\u00e9cole ; nous constatons \u00e9galement que les filles et les gar\u00e7ons sont capables de s'exprimer et d'agir contre les in\u00e9galit\u00e9s entre les sexes. Cela montre le v\u00e9ritable potentiel de transformation de la PGR\u201c. Elle s'exprimait au nom du Dr. Teresa Omondi-Adeitan, Directrice ex\u00e9cutive adjointe du FAWE Afrique.<\/p>\n

Renforcer et \u00e9tendre les initiatives de p\u00e9dagogie sensible au genre<\/em><\/strong><\/p>\n

Pendant deux jours, les participants ont particip\u00e9 \u00e0 un \u00e9change dynamique d'id\u00e9es et d'exp\u00e9riences, structur\u00e9 autour de quatre activit\u00e9s cl\u00e9s :<\/p>\n

 <\/p>\n

    \n
  1. Pr\u00e9sentation des innovations existantes en mati\u00e8re de PRV<\/strong>\u00a0- Les participants, issus d'un \u00e9ventail d'organisations nationales et internationales, ont partag\u00e9 des approches r\u00e9ussies en mati\u00e8re de PRG dans leurs pays respectifs, en soulignant ce qui a fonctionn\u00e9, les d\u00e9fis rencontr\u00e9s et l'impact observ\u00e9 dans les salles de classe. Il s'agit notamment d'approches soutenant l'enseignement et l'apprentissage sensibles au genre, d'approches innovantes de formation professionnelle continue sur la PRG utilisant la technologie comme les applications mobiles, et de programmes renfor\u00e7ant l'implication de la communaut\u00e9 et le soutien \u00e0 la PRG, par exemple par le biais du mentorat et de l'orientation professionnelle au sein de la communaut\u00e9.<\/li>\n
  2. Analyse des consid\u00e9rations relatives \u00e0 l'\u00e9volutivit\u00e9\u00a0<\/strong>- L'identification des bonnes pratiques ne suffit pas \u00e0 elle seule pour avoir un impact r\u00e9el, les approches GRP doivent \u00eatre mises en \u0153uvre \u00e0 grande \u00e9chelle dans diff\u00e9rents syst\u00e8mes \u00e9ducatifs. La deuxi\u00e8me partie de l'atelier s'est donc concentr\u00e9e sur ce qui rend une initiative de PRG \u00e9volutive, en explorant des aspects tels que l'adh\u00e9sion des institutions, l'alignement des politiques, la rentabilit\u00e9 et l'adaptabilit\u00e9 dans divers contextes.<\/li>\n
  3. Am\u00e9lioration co-cr\u00e9ative des initiatives<\/strong>\u00a0- Dans une \u00e9tape ult\u00e9rieure, les participants ont affin\u00e9 les approches existantes en mati\u00e8re de PRG, en int\u00e9grant les enseignements tir\u00e9s et le retour d'information des pairs afin de renforcer leur efficacit\u00e9 et leur faisabilit\u00e9. Les strat\u00e9gies cl\u00e9s de ces sessions comprenaient l'utilisation d'une conception it\u00e9rative pour am\u00e9liorer l'efficacit\u00e9, l'\u00e9tablissement de preuves d'impact et l'\u00e9valuation de la valeur des composantes du PRG pour identifier celles qui ne sont pas n\u00e9cessaires ou qui ne sont pas rentables. Les mod\u00e8les mixtes de formation professionnelle continue ont \u00e9galement \u00e9t\u00e9 pr\u00e9sent\u00e9s comme une meilleure pratique.<\/li>\n
  4. \u00c9laborer des strat\u00e9gies de mobilisation des ressources\u00a0<\/strong>- L'atelier s'est conclu par des sessions sur l'engagement des donateurs et les approches de financement, dotant les organisations de strat\u00e9gies pour obtenir des ressources afin d'\u00e9tendre leurs initiatives de PRG. Gr\u00e2ce \u00e0 des jeux de r\u00f4le attrayants, les participants se sont exerc\u00e9s \u00e0 pr\u00e9senter leurs id\u00e9es affin\u00e9es \u00e0 des partenaires financiers, acqu\u00e9rant ainsi une exp\u00e9rience pratique de la vente de leurs id\u00e9es de mani\u00e8re convaincante et efficace.<\/li>\n<\/ol>\n

     <\/p>\n

    Les participants ont qualifi\u00e9 l'interaction de deux jours de tr\u00e8s instructive. \u201cCe que nous devons renforcer, c'est la documentation, la collaboration et l'\u00e9tablissement de preuves, par le biais de la recherche. S'entra\u00eener \u00e0 pr\u00e9senter nos id\u00e9es aux donateurs nous a ouvert les yeux, car cela nous oblige \u00e0 r\u00e9fl\u00e9chir diff\u00e9remment \u00e0 notre initiative, non pas en termes techniques, mais sur la mani\u00e8re de communiquer son impact le plus efficacement possible\u201d, a d\u00e9clar\u00e9 Sylvain Mudahinyuka, responsable de projet \u00e0 l'Association pour le d\u00e9veloppement de l'\u00e9ducation en Afrique (ADEA), au Rwanda.<\/p>\n

    Aller de l'avant : Partenariats \u00e0 grande \u00e9chelle<\/em><\/strong><\/p>\n

    \u00c0 la suite de cet atelier, les organisations se sont engag\u00e9es \u00e0 affiner leurs initiatives et \u00e0 poursuivre des partenariats strat\u00e9giques afin d'\u00e9tendre la PRG dans leurs contextes respectifs. VVOB et FAWE continueront \u00e0 soutenir ce processus par le biais d'une collaboration continue, d'un partage des connaissances et d'efforts de mobilisation des ressources dans le cadre de RTIA.<\/p>\n

     <\/p>\n

    \u201cEn tant que VVOB, nous croyons au pouvoir des partenariats pour cr\u00e9er un impact durable. La r\u00e9union de deux jours que nous avons eue jette de bonnes bases pour le travail \u00e0 venir, m\u00eame si nous allons de l'avant avec des partenaires partageant les m\u00eames id\u00e9es pour soutenir le d\u00e9veloppement professionnel des enseignants en mati\u00e8re d'\u00e9ducation sensible au genre, garantissant ainsi un personnel enseignant plus comp\u00e9tent, motiv\u00e9 et inclusif, au b\u00e9n\u00e9fice des apprenants\u2019, a d\u00e9clar\u00e9 Hans De Greve, conseiller strat\u00e9gique mondial en \u00e9ducation de la VVOB et point focal pour le projet RTIA.<\/p>\n

     <\/p>","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. The workshop\u00a0brought together policymakers, government and civil society […]<\/p>\n","protected":false},"author":6,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[78,79],"tags":[],"class_list":["post-61708","post","type-post","status-publish","format-standard","hentry","category-news","category-featured"],"yoast_head":"\nScaling Gender-Responsive Pedagogy: Insights from the Inaugural Regional Workshop - FORUM FOR AFRICAN WOMEN EDUCATIONALISTS (FAWE)<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/fawe.org\/fr\/scaling-gender-responsive-pedagogy-insights-from-the-inaugural-regional-workshop\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Scaling Gender-Responsive Pedagogy: Insights from the Inaugural Regional Workshop - FORUM FOR AFRICAN WOMEN EDUCATIONALISTS (FAWE)\" \/>\n<meta property=\"og:description\" content=\"Gender equality in education is crucial to realising every child’s potential, yet cultural norms and educational practices often reinforce gender disparities. 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