Teaching and Learning in Fragile Contexts

This project aims to achieve inclusive quality and gender-responsive education for primary students in Liberia and Sierra Leone. It also supports the growth of locally-driven evidence-based research on education exploring its relation to gender equality equity and inclusion in refugee and internally displaced persons (IDP) settings in fragile African contexts. Project activities include: (1) training teacher educators on active teaching and gender equality practices; (2) training pre-service and in-service teachers at Teacher Training Institutes (colleges) on active learning gender-responsive teaching strategies; (3) developing and distributing gender-responsive children’s books in print and digital format to colleges and practicum schools to be used as a companion to learning teaching strategies for the classroom; (4) supporting research by African researchers in African refugee and IDP settings; and (5) disseminating research to inform education policies and practices. This project aims to reach 9 000 primary students (of whom 50% are girls) 2 000 pre-service teachers 360 in-service teachers 120 teacher educators national and district Ministry of Education officials and at least 20 African researchers.

The expected outcomes for this project include: (1) increased use of active learning gender-responsive and quality teaching strategies by pre-and in-service teachers for literacy instruction in schools especially for girls and vulnerable populations; (2) increased effectiveness among education decision-makers in using active learning gender-responsive teaching strategies and promoting gender equality in education programming; and (3) increased practice of using evidence-based research on gender equality equity and inclusion in educational programming for refugee and internally displaced people in fragile Sub-Saharan African contexts.