Gender Pedagogy: Developing Champion Educational Leaders in East Africa

Document Type

Article

Department

Institute for Educational Development, East Africa

Abstract

Purpose

This study explored the landscape of educational leadership development in East Africa. It investigated its ability to equip leaders with the knowledge, skills, and attitudes necessary to promote gender-responsive and inclusive practices.

Methodology

Employing a mixed-methods approach, this study collected data through surveys, interviews, and document analysis across Kenya, Tanzania, and Uganda. The participants included educational leaders, local government authorities, and other stakeholders. Quantitative and qualitative data analyses were performed.

Findings

The findings are as follows: Effective sensitization meetings foster shared understanding and ownership of gender-responsive initiatives, and teacher colleges can play a vital role by offering targeted training. Some knowledge gaps exist, necessitating targeted training of educational leaders and Local Government Administrators on gender responsiveness and inclusion.

Unique Contribution to Theory, Policy, and Practice

The study recommends establishing multi-stakeholder collaboration and dialogue platforms and designing context-specific sensitization meetings tailored to local communities and leaders. Furthermore, strengthening college support through targeted training and programs focused on gender-responsive leadership and pedagogy is necessary. Additionally, investment in training to address knowledge gaps and equip leaders with the necessary skills and tools to facilitate collaborative action research and knowledge sharing for continuous learning and improvement. By implementing these recommendations, East Africa can cultivate a generation of educational leaders who champion gender equality and inclusivity, creating more equitable and transformative learning environments.

Publication (Name of Journal)

Journal of Education and Practice

DOI

https://doi.org/10.47941/jep.2246

Creative Commons License

Creative Commons Attribution-Share Alike 4.0 International License
This work is licensed under a Creative Commons Attribution-Share Alike 4.0 International License.

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