The Impact of Gender and Inclusive Pedagogies on Students’ Participation and Learning Achievement at Secondary School During the Pandemic and Beyond
Project Abstract
This project explored how governments and educators in Bangladesh, Bhutan, Nepal, Timor-Leste, and Vietnam can adopt and scale Gender and Inclusive Pedagogical (GIP) approaches to improve student participation and learning achievement at the secondary school level.
The GIP model focused on transforming teaching practices to be more inclusive, gender-responsive, and equitable. It emphasized teacher professional development, community engagement, and policy integration to address barriers faced by girls, students with disabilities, and marginalized groups.
Evidence showed that GIP interventions led to significant improvements in classroom participation, learning outcomes, and inclusive school culture across all five countries.
Project Details
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Project Impacts: Policy and Practice
The project led to policy and practice changes across multiple countries, with strong evidence uptake by ministries of education and teacher training institutions.
Bangladesh
- GIP principles were integrated into revised pre-service teacher education programs (B.Ed., B.M.Ed., B.S.Ed.) under the National University.
- A Professional Master of Education program was launched with embedded GIP components.
- The Directorate of Secondary and Higher Education (DSHE) and National Curriculum and Textbook Board (NCTB) endorsed the model for inclusion in Bangladesh’s school curriculum reform.
Bhutan
- GIP was embedded into the National Teacher Professional Development Framework.
- Samtse College of Education integrated GIP into B.Ed., PGDE, and Master’s programs.
- A Community of Professional Practice (CoP) was established to support ongoing peer learning.
Nepal
- A GIP guideline and scale-up model were developed in consultation with and for the Ministry of Education.
- GIP components were aligned with decentralized education plans and teacher training curricula.
Timor-Leste
- Despite infrastructure challenges, GIP training was implemented in schools and supported by local education authorities.
- Community-led initiatives and proposals for inclusive infrastructure improvements were submitted to the Ministry of Education.
- The Project knowledge mobilization and advocacy contributed to the Ministry of Education creating a budget head for inclusive education.
Vietnam
- GIP practices improved classroom participation and gender-sensitive teaching.
- Policy-level interest was generated through comparative data and stakeholder engagement.
Across all countries, the project emphasized sustainability through institutional partnerships, master trainer networks, and integration into national teacher education systems.
