Teaching quality has a significant impact on academic access,
retention and performance. Yet many teachers in sub-Saharan
Africa, conditioned by male-dominated values in their
communities, employ teaching methods that do not provide equal
opportunity to participation for girls and boys. Neither do
these methods take into account the individual needs of
learners, especially girls. FAWE developed the Gender-Responsive
Pedagogy (GRP) model to address the quality of teaching in
African schools. The model trains teachers to be more gender
aware and equips them with the skills to understand and address
the specific learning needs of both sexes. It develops teaching
practices that engender equal treatment and participation of
girls and boys in the classroom and in the wider school
community. Features of FAWE’s GRP model The GRP model trains
teachers in the design and use of gender-responsive: - Teaching
and learning materials. - Lesson plans. - Language in the
classroom. - Classroom interaction. - Classroom set-up.