An assessment of the impact of Gender Responsive Pedagogy Teacher Training (GRPTT)

• In Event: Poster session I
  In Poster Session: Poster session 1

Proposal

Plan International Canada’s Apoio para Melhores Oportunidades para Raparigas (AMOR) Project in Mozambique was launched in January 2014, with the aim of improving girls’ education in the Jangamo District. Through a holistic set of interventions, including material provision, school management development, child-centred pedagogical training, peer-to-peer professional development and teacher support, the project was designed to address structural inequalities and gender-related barriers to quality education.

A key element of AMOR was the Gender Responsive Pedagogy Teacher Training (GRPTT) programme, which aimed to introduce and integrate gender equality and child-centred learning into teaching practices. An impact study was undertaken to assess the effectiveness of the Gender Responsive Pedagogy Teacher Training (GRPTT) in improving teachers’ knowledge and practices in the classroom and to assess the impact of Plan’s approach to fostering gender responsive learning environments in Mozambique.
This poster will present the findings of the quasi-experimental study utilising a mixed-methods approach, including student and teacher surveys, head teacher interviews, lesson observations and the collection of school level data, together with qualitative focus groups and interviews.

Detailed analysis of individual variables, in combination with qualitative evidence, suggests that GRPTT has had a positive impact on teacher awareness and their ability to implement gender-responsive methods in the classroom.
The most significant impacts of GRPTT were identified through the lesson observations, indicating that a key success of the programme was the integration of child-centred and gender-responsive pedagogical practices in the classroom. Primary areas of impact were gender equal seating arrangements (boy girl arrangements), the use of group work and active participation through students answering questions and coming up to the board.
Qualitative findings suggest that teachers remain less confident in the areas of remedial teaching and specific practices for illiterate students and students with disabilities, and engaging parents and the community to address the gender-related barriers to education that exist at home, and would benefit from additional training in these areas.

Head teacher buy in was identified as critical for continued learning, teacher support, and changes to school management and protocols. Head teachers that were trained as trainers and are ZIP coordinators demonstrated particular ownership for GRP, which has generated greater support and follow up for teachers in these schools. School-wide gender equality, including school-based violence, leadership opportunities, sports and school-based chores, rely in particular on head teacher leadership and initiative.

Teachers’ perceptions of information on gender equality is often conflated with girls’ education. This is viewed by some teachers to mean the prioritisation of girls over boys, and some teachers felt this was negative, neglecting the barriers and issues faced by boys. This may cause resentment or push back against training perceived to prioritise girls.

Author

• Pete Simms, Plan International Canada