These
challenges
highlight
the
need
to
move
beyond
policy
frameworks
to
practical
gender-responsive
classroom
strategies
that
address
the
lived
realities
of
learners.
Teachers
are
central
to
this
transformation,
yet
most
lack
systematic
training
in
gender
responsive
pedagogy.
With
over
70%
of
Zimbabwe’s
153,000
teachers
based
in
rural
schools,
shortages
of
resources,
high
pupil-teacher
ratios,
and
attrition
exacerbate
inequities.
While
frameworks
such
as
the
Continuous
Professional
Development
Framework
of
2020
and
the
draft
Teaching
Profession
Council
Bill
provide
enabling
structures,
implementation
has
been
uneven
and
largely
donor-driven.
This
study
employed
a
mixed
methods
approach,
engaging
189
teachers,
18
school
leaders,
29
parent
groups,
and
six
pupil
groups
across
nine
districts
through
surveys,
interviews,
and
focus
group
discussions.
Quantitative
analysis
assessed
correlations
between
training
and
teacher
understanding,
while
qualitative
insights
explored
classroom
practices
and
systemic
enablers
or
barriers
to
advancing
gender-responsive
pedagogies.
Findings
reveal
that
structure
and
continuous
training
in
gender-responsive
pedagogy
are
the
key
differentiators:
93%
of
trained
teachers
demonstrated
operational
understanding
of
GRP,
reported
applying
strategies
such
as
gender-neutral
language,
equitable
task
allocation
in
class,
and
inclusive
learning
environments.
In
contrast,
untrained
teachers
in
GRP
often
held
conceptual
or
incomplete
understandings
of
gender-responsive
pedagogy,
relying
on
traditional
methods
and
lacking
confidence
to
challenge
stereotypes.
Systemic
barriers,
including
fragmented
funding,
limited
materials,
and
limited
institutional
ownership,
further
constrained
consistent
application.
Recommendations
emphasize
embedding
GRP
modules
in
pre-service
teacher
training
programs,
scaling
structured
in-service
training
through
continuous
professional
development,
strengthening
mentorship
and
coaching
of
in-service
teachers,
ensuring
inclusive
curricular
materials,
and
mobilizing
communities
to
support
gender
equity.
Addressing
structural,
relational,
and
mindset
levels
simultaneously
is
essential
to
transform
classrooms
into
genuinely
inclusive
spaces
that
empower
all
learners.
Source:
Bridging
policy
and
practice:
Advancing
gender-responsive
pedagogies
in
Zimbabwe
|
Brookings
Post
published
in:
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