Girls’ Education Challenge – Teachers and teaching for marginalised girls

Teachers play a critical role in developing and enhancing children’s education outcomes. In recognition of this, improving the quality of teaching is one of the eight intermediate outcomes set out in Phase II of the Girls’ Education Challenge’s Theory of Change.

The below materials give insights into the challenges teachers faced during school closures due to the spread of COVID-19, how they managed to keep up girls’ engagement and the lessons that can be taken forward.

This study focuses on how GEC II projects have engaged teachers and emphasised teaching quality to improve girls’ education. This means understanding not only teacher demographics, but also their pedagogical practices, most notably how they approach teaching marginalised girls in their classrooms.

 

 

 

 

 

For more information on our study on Teachers and Teaching for Marginalised Girls, see these annexes.

 

 

 

 

 

This study examined how selected GEC II projects engaged teachers and emphasised teaching quality to improve girls’ education. It addressed two research questions: firstly, how did projects implement interventions on teachers and teaching prior to COVID-19? And secondly, how did they adapt during the pandemic?