Gender inequality remains a pressing issue in Zambia’s education system, despite improvements in school enrollment and completion rates over the years. STS and Florida State University (FSU) are focusing on one part of this comprehensive problem as implementing partners on the Transforming Teacher Education Activity (TTE). Funded by the United States Agency for International Development (USAID), TTE endeavors to create a more equitable education in Zambia by addressing persistent gender disparities in pre-service teacher education and by fostering an inclusive learning environment. USAID has highlighted TTE for its work Advancing Gender Equality in and through Education.
Tackling gender imbalances in pre-service education
The gender disparity in Zambian education is evident not only in girls’ low completion rates in primary school1 and the lack of gender parity in senior secondary education2 but also in the makeup of classrooms in colleges of education (COEs). Women make up the majority (67%) of students enrolled in the Primary Teaching Diploma (PTD) program at COEs, according to TTE data. However, men lecturers significantly outnumber their women counterparts in COEs (60% are men vs. 40% are women), even though primary grade teaching is often perceived as lacking prestige compared to secondary school teaching.
In its efforts to promote gender equality for women students and educators in COEs, TTE has adopted a proactive approach, monitoring performance indicators and ensuring women’s active participation in all activities. For instance, TTE selected an equal number of women and men among the 10 fellows chosen from the COEs and universities to complete their semester-long residencies at FSU, as well as the two students awarded scholarships to complete their online master’s degrees with FSU. Given the underrepresentation of women on the faculty at participating colleges and universities, the selection of women candidates for higher education opportunities is of particular importance to address gender imbalances in the pre-service teacher education system.
TTE’s commitment to gender equality is further exemplified by initiatives such as:
- Providing support for breastfeeding lecturers to participate in trainings by accommodating their infants and caregivers;
- Ensuring an equal number of men and women co-facilitators in training workshops;
- Ensuring gender parity in module development and participatory research activities; and
- Conducting continuous capacity building of the TTE technical team through initiatives like completing USAID’s Gender 101 e-Learning Course.
Fostering an inclusive education environment
TTE’s gender approach also includes developing training content and teaching and learning materials that address gender issues. Recognizing the critical role of teacher education in fostering gender equality, TTE has integrated gender and child protection content into all training materials, including the development of a dedicated teacher ethics module for use in COEs and universities.
The chapter on teacher ethics addresses the responsibility of the teacher to adhere to a strict policy and practice of “do no harm” by eliminating gender bias and discrimination, supporting a policy of zero tolerance for sexual misconduct, protecting children who need protection, and implementing discipline in a respectful manner. The Teaching Council of Zambia’s teacher ethics guide and code of conduct drove the chapter’s content, and all lecturers have been trained on this new module. The goal of this work is to develop greater respect, accountability, and integrity for gender protection and inclusiveness within COEs and universities–and in the long run, primary schools.
In addition to sensitizing instructional skills, TTE has developed and promoted teaching and learning materials that inclusively represent gender and disabilities. All materials are designed to mitigate biases and address early gender issues that later compel girls to drop out of school. These improved instructional practices targeted COE principals and lecturers, as well as primary school trainee teachers, both female and male.
