Gender Equity in Education Commons^™

Shaping Inclusive Futures: Gender-Responsive Practices In Pre-Primary Teacher Training Colleges In Tanzania And Uganda, Jane Rarieya, Nyagwegwe Wango, Tage Biswalo

Institute for Educational Development, East Africa

This paper examines the role of gender-responsive pedagogy in advancing inclusive pre-primary education through a qualitative case study of teacher training colleges in Uganda and Tanzania. Conducted under the Foundation for Learning (F4L) initiative, the study engaged tutors, student teachers, and administrators to explore how gender equity is integrated into teaching practices, institutional policies, and community engagement. Findings demonstrate that gender-responsive approaches were systematically embedded in lesson plans, classroom practices, and teaching resources, moving beyond rhetoric to tangible change. Student teachers demonstrated effective application of inclusive strategies during practicum, reflecting both conceptual understanding and practical competence. Colleges also adopted visual …

Accelerating Primary Education Tutors’ Acquisition Of Gender-Responsive Pedagogies, Jane Rarieya, Nyagwegwe Wango, Mary Oluga, Omari Abunga

Institute for Educational Development, East Africa

The paper emphasises the value of gender-sensitive teaching strategies that address the often portrayal of gendered stereotypes in primary schools, including those used in textbooks. Professional development programmes are acknowledged for their crucial role in equipping tutors with the essential knowledge and abilities for successful gender-responsive education. This study explores the crucial role of tutor preparation in enhancing student teachers’ conceptions of gender roles. It employed a qualitative approach through focus group discussions, observations, group reflections, and analysis of reflective entries to provide an in-depth understanding of how gender-responsive training affects instructional strategies. The study unveils the need for college …

Gender Disparity In Students’ Performance Of Science And Mathematics: Evidence From Nationwide Study In Pakistan, Sadia Muzaffar Bhutta, Aisha Naz Ansari, Sohail Ahmad

Institute for Educational Development, Karachi

Gender disparity in science and mathematics performance is being researched internationally. In a complex education system, like Pakistan, studying the difference in isolation may not generate holistic understanding. Therefore, this paper investigates changes in trends of performance in Science and Mathematics for both genders across public and private schools. Data were gathered from a nationwide sample of elementary grades students (n=15,391) using SATs/MATS. Independent t-test and two-way-ANOVA were employed to analyse data. Results revealed that girls outperformed boys in Science (p<0.01) while no gender differences in performance were observed in Mathematics. Gender and school systems demonstrated significant interaction effect only in mathematics, unveiling that girls perform better in public schools while this difference diminished in the private school system. The results show implications for employing gender-fair policies and practices in science and mathematics education.

Out-Of- School Time Use In Pakistan: A Qualitative Study Featuring Youth's Voices, Salima Kerai, Marium Ibrahim, Tonje M. Molyneux, Uzma Hussain, Anne Gadermann, Rosemin Kassam, Almina Pardhan Dr., Eva Oberle

Institute for Educational Development, Karachi

The current study addresses the lack of out-of-school time (OST) research in low- and middle-income countries by exploring OST use in the context of Pakistan and incorporating youth's voices. Using a qualitative descriptive design with focus-group discussions, we conducted a study in three middle schools set in low- to middle-income neighborhoods in urban and rural areas of Karachi, Pakistan. We engaged 86 youth (50% girls; aged 10–15 years) that were purposefully selected from grade six (31.4%), seven (44.2%) and eight (24.4%) classrooms, balancing gender and locality. In each focus group, we asked participants to describe their afterschool activity routine on …

Investigating The Contribution Of Headteachers In Addressing Gender Equality In Primary Schools In Koboko District, (Uganda)., Munduga Mario Aruku

Master of Education

This dissertation investigated the role of headteachers in promoting gender equality within primary schools, focusing on the context of Koboko District, Uganda. The study addressed the background and context of gender inequality significant in education, formulated research questions, and delineated study objectives to explore headteachers' contributions comprehensively.

The study aimed to analyze the structural measures and initiatives implemented by headteachers to address and promote gender equality within primary schools in Koboko District, Uganda, identify and assess the challenges they face in these endeavours, focusing on specific barriers and constraints, and examine the strategies utilized by headteachers to actively promote gender …

The Realities Of Tutor Pedagogical Practices And Adaptation Of Gender Pedagogy: A Comparison Of Implementation In Selected Teacher Colleges In Tanzania, Kenya And Uganda, Nyagwegwe Wango, Jane Rarieya, Omari M. Abunga, Aqeela Datoo, Mary Oluga

Institute for Human Development, East Africa

The study examined the strategies used by teacher educators in their teaching practices and gender integration in Kenya, Uganda and Tanzania. The nature of the engagement of educational leaders and administrators in supporting teaching, learning and mainstreaming gender issues in teaching was also examined. A total of 165 sampled respondents were reached. This included 81 government officials and educational leaders (18 government officials and 63 educational leaders) and 84 tutors. The study used a concurrent mixed-method approach where the combined qualitative and quantitative data collection methodologies were applied to answer the study questions. The study data were collected directly from …

A Quest For Gender Equity: Exploring The Existing Positioning Of Children And Teachers In An Early Childhood Classroom In Karachi Pakistan, Nasima Shakeel, Dilshad Ashraf

Institute for Educational Development, Karachi

Within the framework of Sustainable Development Goals, children are recognized as active change agents in the global development agenda (The Lancet, 2022). Research has established that engaging young children has the potential to promote gender equity and reduce other inequities in society (UN Women 2020). Despite this, limited research has been conducted on gender equity issues in education and early childhood education particularly in Pakistan (Pardhan & Pelletier, 2016). In response to this gap, collaborative action research was conducted to explore the possibilities of creating a gender-equitable learning environment in an early childhood classroom in Karachi Pakistan. This paper presents …

Policy Analysis Of Girls’ Primary School Completion In Rural Sindh: Root Causes And Policy Recommendations Using Iiep Education Policy Toolbox, Sajid Ali, Aisha Naz Ansari, Mushtaq Ahmed, Zobia Israr Ahmed, Naveed Saleh Siddique, Naveed Ahmed Shaikh, Shazia Solangi, Mujeeb Rehman Khatri, Tauseef Lateef

Institute for Educational Development, Karachi

This report emerged from the policy analysis work produced as part of the course titled ‘Diagnostic tools for improving education policy planning’ by the IIEP-UNESCO with support from KIX. This course enabled us to explore diagnostic tools and their implications, specifically for developing countries, and helped the team unpack diagnostic tools and learn the history of their evolution. We further learned how the education management information system works and how data is essential for policy decisions. Finally, we engaged with real policy analysis using the IIEP Education Policy Toolbox. As a team, we chose to study the issue of girls’ …

Gender Discrimination Against Female Surgeons: A Cross-Sectional Study In A Lower-Middle-Income Country, Mahin Janjua, Hina Inam, Russell S. Martins, Nida Zahid, Abida K. Sattar, Shaista Khan, Sadaf Khan, Aneela Darbar, Nuzhat Faruqui, Sharmeen Akram, Ather Enam, Adil H. Haider, Mahim Malik

Department of Surgery Docs

Introduction: Although gender discrimination and bias (GD/bias) experienced by female surgeons in the developed world has received much attention, GD/bias in lower-middle-income countries like Pakistan remains unexplored. Thus, our study explores how GD/bias is perceived and reported by surgeons in Pakistan.
Method: A single-center cross-sectional anonymous online survey was sent to all surgeons practicing/training at a tertiary care hospital in Pakistan. The survey explored the frequency, source and impact of GD/bias among surgeons.
Results: 98/194 surgeons (52.4%) responded to the survey, of which 68.4% were males and 66.3% were trainees. Only 19.4% of women surgeons reported 'significant' frequency of GD/bias …

Female Education: The Facilitating And Hindering Factors Regarding Female Education In Gilgit-Baltistan Context Of Pakistan, Sultan Alam

Professional Development Centre, Gilgit

This paper reports a study conducted in one of the villages of Gilgit-Baltistan of Pakistan. The purpose of the study is to explore the perceptions of female students and their parents regarding female education. A qualitative case study method was employed to investigate the subject matter. The participants were selected on the basis of pre-determined criteria. The findings of the study showed that female education in the context is influenced by various factors including societal norms, parents perceptions and teachers attitude. It was depicted that female students have adapted such critical circumstances and are motivated to acquire their education. Since …

Teacher Governance Factors And Social Cohesion: Insights From Pakistan, Anjum Halai, Naureen Durrani

Institute for Educational Development, East Africa

This paper explores teacher governance factors, particularly recruitment and deployment of teachers, in relation to inequalities and social cohesion. Pakistan introduced major reforms in education in the post 9/11 context of escalating conflict. These include a merit and needs-based policy on teacher recruitment to eliminate corruption in recruitment and improve equity on the basis of gender, language, ethnicity, religion, and special needs. A 4Rs framework of redistribution, recognition, representation and reconciliation was employed to analyse data gathered from: interviews with teacher educators, policy makers and development partners, and focus group discussions with and questionnaires completed by pre- and in-service teachers. …

Gender Roles And Their Influence On Life Prospects For Women In Urban Karachi, Pakistan: A Qualitative Study, Tazeen S. Ali, Gunilla Krantz, Raisa Gul, Nargis Asad, Eva Johansson, Ingrid Mogren

School of Nursing & Midwifery

BACKGROUND: Pakistan is a patriarchal society where men are the primary authority figures and women are subordinate. This has serious implications on women's and men's life prospects.
OBJECTIVE: The aim was to explore current gender roles in urban Pakistan, how these are reproduced and maintained and influence men's and women's life circumstances.
DESIGN: Five focus group discussions were conducted, including 28 women representing employed, unemployed, educated and uneducated women from different socio-economic strata. Manifest and latent content analyses were applied.
FINDINGS: TWO MAJOR THEMES EMERGED DURING ANALYSIS: 'Reiteration of gender roles' and 'Agents of change'. The first theme included perceptions …