GENDER RESPONSIVE PEDAGOGY - PowerPoint Presentation

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GENDER RESPONSIVE PEDAGOGY

EXPERIENCES FROM MALAWI

Presented by

Mary Chalamanda

Ministry of Education, Science & Technology

Presentation 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

Introduction 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.

GRP Model

Teacher – learner- learner interaction

Classroom language use

GRP classroom management

Institutional management

GRP resources

GRP methodologies

Steps

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.

Steps

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

Steps

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)

Steps

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.

Enabling 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

Enabling 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

Issues 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

Issues 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

Policy 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

Policy 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

Policy 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.