FAWEZI continues to drive systemic change in Zimbabwe’s education sector through the rollout of Gender Responsive Pedagogy (GRP) training, reaching 151 teachers and non-teaching staff from 30 schools 20 in Chitungwiza and 10 in Chipinge under the RISE Project. The training represents a significant step toward institutionalising inclusive, equitable, and learner-centred education systems that support the full participation and success of all learners.

The participants comprised 107 teaching staff and 44 non-teaching staff, reflecting FAWEZI’s recognition that building gender-responsive schools requires a whole-school approach. From classroom teachers to administrative and support staff, every role is critical in shaping a safe and enabling learning environment.

Addressing Systemic Barriers to Learning

Despite progress in expanding access to education, many learners especially girls continue to face barriers that limit their participation, retention, and performance. These include gender stereotypes, unequal classroom dynamics, inadequate menstrual health support, and limited integration of sexual and reproductive health and rights (SRHR) education.

The GRP training was designed to directly respond to these challenges by equipping participants with practical tools and strategies to create inclusive and supportive learning environments. Participants explored how teaching practices, classroom interactions, and school systems can either reinforce or dismantle gender inequalities.

Through interactive sessions, educators examined real-life scenarios and reflected on their own practices, identifying opportunities to make classrooms more responsive to the diverse needs of learners.

Building Practical Skills for Inclusive Teaching

The training focused on strengthening competencies in:

• Gender-responsive lesson planning and delivery
• Creating safe and inclusive classroom environments
• Addressing barriers to girls’ participation, particularly in STEM subjects
• Integrating menstrual health management (MHM), SRHR, and HPV awareness into school systems
• Promoting positive discipline and learner engagement

Participants were also introduced to FAWE’s GRP Model, which provides a structured framework for transforming teaching and learning processes to ensure that both girls and boys benefit equally.

A key emphasis was placed on STEM education, where gender disparities remain pronounced. Educators were equipped with strategies to encourage girls’ participation and confidence in STEM subjects, contributing to long-term efforts to increase female representation in science and technology fields.

Strengthening School Systems Through a Whole-School Approach

Through including non-teaching staff in the training, FAWEZI reinforced the importance of consistent, school-wide practices in promoting inclusion and safety. From how learners are treated in administrative spaces to how facilities are managed, every aspect of the school environment plays a role in shaping learner experiences.

The training also highlighted the importance of integrating GRP principles into school policies, codes of conduct, and daily operations, ensuring sustainability beyond individual classrooms.

Stakeholder Engagement and Leadership Commitment

The training was strengthened by the active participation of key stakeholders, including officials from the Ministry of Primary and Secondary Education (MoPSE), reinforcing alignment with national education priorities.

A notable highlight was the participation of Mrs. I. Zinzombe, Director of Gender, Inclusion and Wellness in MoPSE. In her remarks, she encouraged participants to remain committed to the critical work of creating safe, inclusive, and supportive schools for all learners, emphasizing that gender-responsive education is central to achieving equitable learning outcomes.

Her engagement underscored the government’s commitment to advancing inclusion within the education system and the importance of sustained collaboration between FAWEZI and public institutions.

Driving Measurable Impact in Learning Outcomes

Evidence shows that gender-responsive pedagogy contributes to improved learner engagement, retention, and academic performance, particularly for girls who are often marginalised within traditional classroom settings.

By equipping 151 school personnel with GRP skills, FAWEZI is contributing to:

• Increased participation of girls in classroom activities
• Improved retention and completion rates
• Enhanced confidence and leadership among learners
• More inclusive and supportive school environments

These outcomes are critical in ensuring that education systems not only provide access but also deliver meaningful and equitable learning experiences.

Towards Sustainable and Inclusive Education Systems

The GRP training is part of FAWEZI’s broader strategy to transform education systems through evidence-based, scalable interventions. By embedding gender-responsive practices within schools, the initiative is laying the foundation for long-term, sustainable change.

As participants return to their schools equipped with new knowledge and skills, they become agents of change—capable of influencing not only their classrooms but entire school communities.

This training reaffirms FAWEZI’s commitment to ensuring that no learner is left behind, and that every child has the opportunity to learn, thrive, and reach their full potential.