Gender-blind teaching practices reinforce gender inequalities in the classroom, contributing to a “hidden curriculum” where male students dominate discussions and classroom space. Over the past 50 years, increased educational attainment for both women and men has accounted for 50% of economic growth in the Organization for Economic Cooperation and Development (OECD) countries, significantly contributing to development and narrowing the poverty gap.
Gender bias and stereotypes are major barriers to girls’ access and engagement in secondary education across sub-Saharan Africa. Uganda’s National Strategy for Girls’ Education highlights that cultural expectations, unequal gender division of labor, and the low value placed on educating girls constrain their attendance and participation in school (MoES 2013).
Evidence suggests that continuous teacher education and training can help educators reflect on and overcome their biases, leading them to alter their classroom practices to dismantle rather than reinforce negative gender stereotypes (GEMR 2017).
At UNATCOM, we have implemented interventions aimed at supporting continuous professional development (CPD) sessions for teachers and leaders. These sessions focus on the differences between sex and gender and how to incorporate inclusive and gender-responsive teaching methods into classroom practice.
Additionally, teacher development is guided by PEAS’ Top 10 Practices for Teachers, a set of principles for learner-centered and inclusive teaching. Teachers are encouraged to create a positive Climate for Learning by recognizing all student efforts, including those of girls. Through ongoing training and empowerment, teachers are supported in integrating inclusive practices into their classrooms.
Evidence shows that teacher classroom practices are evolving as a result of training and CPD sessions focused on creating gender-responsive and learner-centered lessons. We will continue our participatory programs to emphasize changing mindsets through gender-transformative teacher training. These programs include training on ‘Understanding Gender Inequity’ and ‘Creating a Gender-Responsive School.’ In addition to embedding gender and inclusion in our leadership standards and training approach, we are developing network-wide gender awareness activities. This is essential to ensure widespread change in attitudes towards girls’ education and futures, address gender inequalities in the classroom, and mainstream gender considerations in special needs education. Our goal is to better prepare every learner, especially girls, for opportunities in life, work, and post-secondary education.