Teacher Professional Development for Gender-Responsive Pedagogy in Sub-Saharan Africa

Conducted by VVOB and FAWE, this evidence review on Teacher Professional Development for Gender-Responsive Pedagogy in Sub-Saharan Africa brings together lessons from across the Sub-Saharan region on how teacher education and training can equip teachers with the competencies to respond to the needs of all learners more effectively. This study explores Teacher Professional Development (TPD) for Gender-Responsive Pedagogy (GRP) in Sub-Saharan Africa, focusing on how programmes can be designed and implemented effectively.  

The research addresses the gap between existing frameworks and sustained, scalable implementation through four key questions: 

1. What theories, competencies and practices underpin effective Teacher Professional Development (TPD) for Gender-Responsive Pedagogy (GRP)?
2. Which Teacher Professional Development models have demonstrated effectiveness and scalability?
3. What contextual factors influence the success or failure of Teacher Professional Development?
4. What research gaps should future studies prioritise? 

The study employed a rapid review methodology, sourcing both scholarly and grey literature. After screening 208 studies against inclusion criteria, 60 articles were selected for final analysis.