Replicating the GRP approach for greater impact

FAWE’s Gender-Responsive Pedagogy model is being seen as an effective mechanism to improve the quality of teaching and learning processes and increase enrolment, access and retention of girls in schools. 

Several FAWE National Chapters, with support from local partners, ministries of education and donors, are engaging with education authorities in their countries to integrate the GRP model in schools and teacher training colleges. In 2010, the Ministry of Education of Malawi initiated the process of integrating GRP in 10 government teacher training colleges. In Ethiopia, the Ministry of Education, in collaboration with FAWE Ethiopia, has committed to integrating FAWE’s GRP model as one of the compulsory modules of pre-service pedagogical training under the new system for recruiting secondary school teachers. Furthermore, eight David and Lucile Packard Foundation partners in Ethiopia have committed to integrating GRP in over 300 schools in which they are currently working.

FAWE believes the Gender-Responsive Pedagogy approach, if adopted by ministries of education and development partners, will bring about a transformation in education systems by empowering teachers with new pedagogical approaches that promote a gender-responsive teaching and learning environment.

More
Improving the quality of teaching and learning: FAWE’s Gender-Responsive Pedagogy model
Impact of the GRP model
Case studies: The Gender-Responsive Pedagogy in Teacher Education Project

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