EXPERIENCES FROM MALAWI Presented by Mary Chalamanda Ministry of Education Science amp Technology Presentation Outline Introduction to GRP The GRP Model Steps taken to integrate GRP in Teacher Training Curriculum in Malawi ID: 806499
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Slide1
GENDER RESPONSIVE PEDAGOGY
EXPERIENCES FROM MALAWI
Presented by
Mary Chalamanda
Ministry of Education, Science & Technology
Slide2Slide3Presentation Outline
Introduction to GRP
The GRP Model
Steps taken to integrate GRP in Teacher Training Curriculum in Malawi
Enabling factors for success
Issues to take note when integrating
Policy Recommendations
Slide4Introduction to GRP
Ministry of Education, Science & Technology (
MoEST
) in Malawi realised that teachers were focusing more on boys than girls when teaching and in other school activities
MoEST
decided to adopt gender responsive pedagogy (GRP) to empower teachers with new pedagogical approaches that promote a gender sensitive teaching and learning environment.
Slide5GRP Model
Teacher – learner- learner interaction
Classroom language use
GRP classroom management
Institutional management
GRP resources
GRP methodologies
Slide6Slide7Steps
MoEST
went through to integrate GRP
MoEST
invited Principals from all public and private TTCs to discuss how to address the gap
Establishment
of Principals Forum on GRP
MoEST
in partnership with FAWE Malawi trained a core team of national trainers (4) on GRP using manual developed by FAWE.
Slide8Steps
MoEST
went through to integrate GRP
All TTCs were advised to establish Gender Committee of Lecturers and select a Gender focal person, leading gender activities at TTC level
The
national trainers then trained all lecturers in public and private TTCs
Then
FAWE Malawi in partnership with
MoEST
(through Malawi Institute of Education) developed training manual on GRP for teacher trainees
Slide9Steps
MoEST
went through to integrate GRP
MoEST
trained the gender focal persons in all the public and private TTCs in GRP using the Malawi GRP Manual
The gender focal persons trained all lecturers from their respective TTCs on GRP
The trained lecturers were integrating GRP when training student teachers in their respective learning areas (subjects)
Slide10Slide11Steps
MoEST
went through to integrate GRP
New
lecturers are oriented/trained as soon as they join the TTC. This also provides opportunity of refresher training for in-service lecturers
Once
posted to schools after qualifying, the newly trained teachers were asked to establish gender committees at school level. They were also training other teachers at the school on GRP so that they integrate GRP in their lessons.
An element of Gender was slotted on supervision form during teaching practice.
Slide12Enabling Factors
Commitment
from
MoEST
to integrate GRP in TTCs and schools
Involvement
of Gender Focal Person at
MoEST
Principals
forum on GRP meeting quarterly to share experiences, lessons and challenges and how to address them
Regular
monitoring and support visits by
MoEST
in all TTCs
Provision
of training manual to all lecturers in both public and private TTCs
GRP
manuals were distributed to both primary and secondary schools
Slide13Enabling Factors
Teachers in all demonstration primary schools were trained. Demonstration schools are those primary schools attached to a TTC to provide teacher internal teaching practice platform for teacher trainees
Exchange
visits among TTC lecturers to foster learning and sharing
All
TTCs developed gender policies, strategies and plans e.g. orienting support staff to integrate gender in their work such as Cooks giving equal portion of meals to female student teachers as their male counterparts
Slide14Issues to note when
integrating GRP
Commitment and leadership at
MoE
is critical
The use of Teacher Training Colleges as entry point for GRP training
Development and distribution of GRP training
materials
to colleges and schools
.
Having gender focal person at
MoE
and TTCs
Slide15Issues to note of when integrating GRP
Principals
Forum to encourage exchange of experiences, lessons and ideas
Training of all relevant stakeholders in the Ministry of Education on GRP
Regular monitoring by Ministry of
Education
To upscale, there is need to decentralised Education structures on GRP so they can orient/train in- service teachers
Slide16Policy Recommendations
Teacher Training Colleges
should develop gender policies, strategies and
plans to effectively mainstream GRP in teacher training programs
Develop training materials on GRP for pre-service and in-service teachers, including lecturers in
Teacher Training Colleges
Slide17Policy Recommendations
Establish learning and sharing platform for Teacher Training College leadership and lecturers such as in Malawi TTC Principals Forum and exchange visits for lecturers. This is a good platform for learning and sharing across TTCs
Institutionalize Gender Committees and Gender Focal Persons at
MoE
, TTCs and schools to push the GRP agenda
GRP trainings should target both public and private TTCs
Slide18Policy Recommendations
Build capacity of decentralized Ministry of Education Structures. In the case of Malawi, Education Division Officials, District Education Officials. This will ensure support and sustainability beyond TTC
.
Review
MoE
curricula to integrate GRP
Develop gender responsive pedagogy assessment tools for
the student teachers. This reinforces the use of GRP by student teachers in their training and teaching practices.