What happens in the teaching and learning processes in the classroom undoubtedly plays a big role in determining how well girls and boys participate in education and whether they stay in school and do well in their studies. Because teachers are central to the teaching and learning processes, their understanding and awareness of gender responsiveness is key to the effective participation of the girls and boys in learning processes.
Gender responsive teachers understand and respond to the speciﬁc needs of girls and boys in the teaching and learning processes. They do this by being aware of the special needs of girls and boys such as sexual maturation issues and by encouraging equal participation and involvement of boys and girls in class activities and ensuring equal access to learning materials.
The major obstacle facing teachers today is an apparent lack of gender skills for instruction, yet the ability of the teacher to use gender responsive pedagogy effectively can be strengthened if the teacher is well grounded in gender responsive teaching skills.
It is within this backdrop that GENDER EMPOWERMENT AND DEVELOPMENT, GeED, recently carried out a series of consultations with Curriculum Developers in the Center and Littoral Regions to empower them to develop and use a gender responsive pedagogy. The consultation for the Littoral Region took place in Douala on Wednesday, July 1, 2020 with 25 participants in attendance. During the consultation, participants discussed the following:
- Fundamental concepts of gender
- The social construction of gender
- What it takes to make schools gender responsive
- Gender responsive pedagogy
- Gender responsive lesson planning
- Gender responsive teaching and learning materials and
- Gender responsive language
The consultation was opened by the littoral Regional Delegate of Secondary Education Mr GUILLAUME Ernest EDJANG NJENJI and at the end of it all, participants promised to develop a gender sensitive attitude towards the development and implementation of all pedagogical processes in their work.
The process ended with the developing and proposition of a code of ethics for the educational milieu.