Gender Responsive Pedagogy gains traction in the eastern province of Zambia

Teachers' and school heads' capacities were strengthened to integrate and promote gender responsiveness in schools located in the eastern province of Chipata. The workshop was conducted by UNESCO in collaboration with the Ministry of Education, Zambia. The objective of the Workshop was to develop the capacities of in-service teachers and teacher educators on how to effectively mainstream GRP in their teaching practice. Participants were equipped with competencies on how to apply gender responsive methodologies that ensure inclusiveness and equal participation of both girls and boys in the learning processes. Based on the competencies acquired, the teachers are set to transform the teaching practices among teacher educators and teachers. Participants were equipped with tools to prevent gender biases thereby promoting a safe learning environment for both girls and boys in Zambia.

The training workshop was attended by 40 in-service teachers and teacher educators who were drawn from nearby zones within Chipata district. A selected team of officials and teachers from the Ministry of Education and gender responsive pedagogy expert from the Independent Schools Association of Zambia (ISAZ) along with the UNESCO programme coordinators successfully facilitated the three-day workshop, under the CapED programme. Participants also received skills for monitoring and assessing the quality of the training provided.

Present at the official opening were the Provincial Education Standards Officer (PESO) Mr. Jimmy Chifunda who delivered opening remarks on behalf of the Provincial Education Officer (PEO), Mr. Brinley Malambo. Mr. Chifunda welcomed all participants and expressed his gratitude to UNESCO for supporting the training of teachers in GRP as a contribution towards the improvement in the quality of teachers and learning in the province. The PESO emphasized the need for participants' commitment to utilizing the knowledge and skills for addressing the specific learning needs of both sexes in the classroom situation and help to develop teaching practices that engender equitable treatment of both girls and boys within the school community. The PESO ended his remarks by appealing to all participants optimize the opportunities afforded to them.