Teaching to Transform?: A Rapid Review of Literature on Teacher Professional Development for Gender-Responsive Pedagogy in Sub-Saharan Africa

• In Event: Highlighted Session: Supporting Teachers to Curb the Polycrises through Education: Reimagining Teacher Professional Development for Peace and Socio-Ecological Justice

Proposal

Sub-Saharan Africa (SSA) has the highest rates of education exclusion in the world: According to UNESCO, over one-fifth of children in the region between six and eleven are out of school, followed by one-third of youth between the ages of about 12 and 14 (UNESCO, 2025). The region continues to face persistent gender inequalities in education that extend far beyond access and enrolment to affect classroom participation, pedagogy, and learning outcomes of all students. Teachers are critical to making positive change and remain the most important intervention to improve learning (UNESCO, 2023). Thus, for countries in the region to meet their Sustainable Development Goal (SDG) targets for gender equality and quality education for all, they will need to place a greater priority on increasing funding for and a more systematic implementation of Teacher Professional Development (TPD) for Gender Responsive Pedagogy (GRP) programs to prepare teachers to lead gender transformation in schools in the region. While many countries have expanded access to primary education, particularly for girls, the quality and inclusiveness of teaching environments often lag significantly (FAWE, 2016; UNESCO, 2020).

This report shares findings from a rapid review of literature on teacher professional development (TPD) for gender-responsive pedagogy (GRP) in Sub-Saharan Africa (SSA). In addition, this presentation will discuss a conceptual framework that was developed from the research literature. The analysis reveals that effective GRP implementation requires systematic teacher training that targets teachers’ attitudes and gender biases in a holistic manner, equips educators with practical classroom strategies, and promotes inclusive learning environments. Evidence from multiple African countries, such as Ghana and Senegal, demonstrates that when properly implemented, GRP can improve educational outcomes for all learners, increase girls' participation and retention in school, and contribute to broader social transformation toward gender equality.

Author

• Leigh-Anne Ingram, University of Toronto-Mississiagua