1. GENDER RESPONSIVE PEDAGOGY
EXPERIENCES FROM MALAWI
Presented by
Mary Chalamanda
Ministry of Education, Science & Technology

3. 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

4. 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.

5. GRP Model Teacher – learner- learner interaction
Classroom language use
GRP classroom management
Institutional management
GRP resources
GRP methodologies

7. 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.

8. 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

9. 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)

11. 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.

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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.