Impact of the GRP model

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To determine the impact and value of its GRP approach in schools and teacher training colleges, FAWE conducted an evaluation of the GRP model in 2009. The evaluation examined the implementation of the GRP model in three Centre of Excellence schools, two teacher training colleges and one university in six countries: Burkina Faso, Ethiopia, Kenya, Senegal, Tanzania, and Zambia. 

The evaluation found the GRP model had the following impact:

- Change in teacher practices
Teachers or lecturers directly exposed to FAWE’s GRP training have changed their practices and become more gender-sensitive. Classroom observations in the three Centre of Excellence schools indicated that both boys and girls were called upon to demonstrate work by the teacher with the same frequency. Girls were not hesitant in raising their hand to answer teachers’ questions and participate in class.

- Socialisation
There has been positive change in the gender dynamics in schools and the behaviour and attitudes of girls and boys in the classroom have changed. The girls actively participate in classroom discussions and there is an increase in their confidence levels.

- Increase in access
There is a positive impact on access as indicated through an increase in girls’ enrolment and an increase in the demand for admission in the three Centres of Excellence, due in part to the GRP training of teachers.
- Retention of girls
The notion of ‘watching out for peers’ with respect to their school behaviour – such as attending all classes on time – and their performance has become an ethos among girls in the Centres of Excellence. The girls have also extended this behaviour to their communities where they advocate for girls’ schooling through stories of success and their performance results.

Overall, the GRP model has had a positive impact on the sensitisation of teachers in schools and communities. In the Centre of Excellence schools, there has been a change observed in the outlook of teachers, school management and communities towards gender and education.  In the teacher training colleges, the GRP model has had considerable impact on the approach and teaching methodology of in-service teachers. In one teacher training college, certain books were removed from campus for being gender discriminatory. In other cases, university leadership revised curriculum texts and codes of conduct to be gender responsive.

Improving the quality of teaching and learning: FAWE’s Gender-Responsive Pedagogy model
Replicating the GRP approach for greater impact
Case studies: The Gender-Responsive Pedagogy in Teacher Education Project


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