GRP: Monitoring and Evaluation

Monitoring and evaluation refer to the systematic tracking and assessment of progress towards making the pedagogy gender responsive. An effective monitoring system covers all aspects of the teaching and learning processes presented in the previous units.

These include the gender responsiveness of lesson planning, classroom interaction, class- room delivery, classroom set up, student–teacher and student–student interaction, teaching and learning materials, and language use. Evaluation entails the periodic review of this progress measured against speciﬁc indicators of performance.

Objectives

By the end of this unit, the teacher should be able to: Gender Responsive Pedagogy

Demonstrate knowledge and skills on how to monitor and evaluate the gender responsiveness of the
Articulate a plan for monitoring and evaluating a school’s gender

Why M&E Is Important

There is a saying that if you don’t know where you are going, you won’t know when you have arrived – and any road will take you there. A sound monitoring and evaluation (M&E) framework spells out the destination clearly – in this case, gender responsiveness – and serves as a roadmap for keeping track of and assessing progress towards that goal. It will help you stay on the right road, and provide signposts to let you know you

are going in the right direction. And it will guide you in determining whether you have actually ended up where you wanted to be.

The transformation of a school into a gender responsive learning environment is a big issue, one that involves all stakeholders – parents, students, school managers and teachers. But individual teachers have a role to play in the process, beginning with what is going on in their own classrooms. Among other things, they can participate in monitoring and evaluation by:

° Setting goals and objectives for change in their respective behaviour and classrooms.

° Holding regular meetings with other teachers and students to discuss the gender transformation of the pedagogy.

° Producing and presenting regular reports to the school management.

° Documenting what has worked in making the various teaching and learning processes gender responsive.

° Sharing results and experiences with other teachers, students, management and other stakeholders including policy makers, other schools and education practitioners.

GRP: Understanding Gender — The following checklist (taken from the *Gender Responsive School : The FAWE COE Model – A Handbook for Education Practitioners,* FAWE, 2005) will guide the assessment and monitoring of the transformation of the pedagogy to become gender responsive.

Monitoring and Evaluation Checklist for Gender Responsive Pedagogy
Indicators		Questions
ACTIVITY 1: Training teachers in the skills needed to make teaching and learning processes responsive to the speciﬁc needs of girls and boys.
Teachers should have the acquired the following skills
° Gender responsive pedagogy		°	How many teachers have undergone training in gender responsive pedagogy?

		°	How many male teachers?
		°	How many female teachers?
		°	What was the duration of the training?
		°	Which organization offered the training?
		°	Where did it take place?
		°	When did it take place?
°	Knowledge of gender	° ° ° ° °	How many teachers have undergone gender sensitization? How many male teachers? How many female teachers What was the duration of the training? When did the training take place?
°	Empowerment	° ° ° ° ° ° °	How many teachers have undergone empowerment training? How many male teachers? How many female teachers What was the duration of the training? When did the training take place? Which organization organized the training? What do the teachers think about empowered girls?
° Gender responsive lesson planning		° ° °	How many teachers are producing gender responsive lesson plans? How many teachers are using gender responsive lesson plans? Provide some samples of gender responsive lesson plans in different subjects.
° Gender responsive delivery of		°	What type of gender responsive teaching methodologies do
the lesson			teachers use? Give speciﬁc examples in different subjects and
			provide the relevant lesson plans.
		°	What techniques do teachers use to ensure that both girls and
			boys participate equally in class?
		°	What techniques do teachers use to encourage girls to speak
			out?
		°	What techniques do teachers use to know if the students have
			understood the lesson. Give speciﬁc examples.

°	Making teaching and learning mate- rials gender responsive	° How does the school ensure that both girls and boys have equal access to textbooks, library facilities, laboratory equipment and other learning materials? ° Have the teachers analysed the textbooks for all subjects for gender responsiveness? ° Are the textbooks used in the school free of gender stereotypes? ° If the textbooks contain gender stereotypes, what action have the teachers taken to deal with the gender stereotypes? ° Are the teaching aids used in the school free of gender stereotypes? ° If the teaching aids contain gender stereotypes, what action have the teachers taken to deal with the gender stereotypes? ° What type of gender responsive teaching aids have the teachers produced? Provide samples from different subjects.
°	Handling sexual harassment in the classroom	° How many cases of sexual harassment in the classroom have been reported during the last six months? ° Who are the perpetrators? Male teachers? Female teachers? Boys? Girls? ° How do teachers handle cases of sexual harassment in the classroom? ° Have the cases of sexual harassment decreased in the last one year? ° How many teachers have received training on personal sexual control? ° What techniques do teachers use to avoid inappropriate sexual behaviour towards students (touching, groping, winking, standing too close, coaxing, unwanted physical and verbal sexual overtures)?
°	Handling sexual maturation issues	° How do teachers handle sexual maturation issues that have an impact on the learning processes in the classroom? v Girls who miss classes due to menstrual problems (period pains, lack of sanitary towels, lack of water in the school, separate toilets). v Boys who do not participate due to voice breaking. v Girls and boys who are shy because of their body changes. v Girls and boys having crushes on teachers of the opposite sex. v Girls and boys day-dreaming in class. ° How do teachers address these issues in the classroom? Give speciﬁc examples. ° Are there cases of girls who have come back to school after delivering a baby? ° What techniques do the teachers use to ensure that these girls are treated equally in the classroom?
°	Use of gender responsive language	° How many teachers have undergone empowerment training? ° Do the teachers know what kind of gender insensitive language is used in the classroom? Give examples. ° Is abusive language used in the classroom? Who are the perpetrators(teachers, boys, girls) and who are the victims (male/female)? ° What techniques do teachers use to eliminate such use by themselves and by the students in class?

ACTIVITY 2: Carrying out activities to promote the participation of girls in science, mathematics and technology (SMT) subjects.
° Increased number of girls taking science subjects	° Do teachers encourage girls to opt for science subject? What speciﬁc approaches have been used? Give speciﬁc examples.
° Improved performance of girls in SMT subjects	° What was the average performance of girls in science subjects and of boys in science subjects in the last national examinations? ° What speciﬁc activities do teachers organize to promote science learning for girls and for boys?
° Equal participation of girls and boys in SMT subjects including practicals	° What techniques do teachers use to ensure that girls and boys participate equally in SMT subjects including practicals? Give speciﬁc examples. ° What techniques do teachers use to help students to overcome their fears and inhibitions, e.g., fear of animals and insects used in experiments?
° Increased participation of girls in technological subjects especially computer science	° How many girls take computer classes? ° How many boys take computer classes? ° How many male and how many female computer teachers are there in the school? ° What techniques do teachers use to make sure that girls and boys have equal access to computers?
ACTIVITY 3: Establishing a gender responsive school management system that ensures gender equality in the governance and operations of the school.
° School management that is gender responsive	° Does the school have a gender responsive school management system in place? ° Has the school management team undergone gender training? (Board, PTA, heads of department, prefects, committees)? ° How many men were trained? ° How many women were trained? ° What was the duration of the training ° When did it take place? ° Which organization offered the training?
° Gender balance in school management structures (board, PTA, head of departments, prefects, student council, committees and any other)	° How many men and how many women in each of the management structures: v Head and Deputy v School Board v Parent/Teacher Association? v Department heads v Prefects v Student council v Committees ° Which of these structures are headed by men and which ones by women?
° School rules and regulations that ensure a gender responsive environment	° Give speciﬁc examples of school rules and regulations that make the school gender responsive.
° Existence and enforcement of a code of conduct for teachers and students that supports gender responsiveness	° Is the code of conduct for both students and teachers gender responsive? ° Does the code of conduct include how to deal with cases of sexual harassment for both teachers and students? Absenteeism? Drunkenness? Misappropriation of funds? Other deviant behaviour? ° Give speciﬁc examples of how these issues have been handled. ° How does the school protect the human rights of the students (hu- man dignity, respect, to be heard, health, nutrition, security, not to be exploited for labour, not to be physically violated, e.g., caning, cultural practices such FGM, early marriage and sexual abuse)?

° Existence and enforcement of gender responsive national and school policies	° Does the school know of national gender-related policies (e.g., re-entry for teenage mothers, afﬁrmative action in enrolment, bursaries)? ° Give examples of the national policies which are being implemented in the school ° What gender-related policies does the school have? Give speciﬁc examples, e.g., a policy to assist poor girls who cannot afford sanitary towels, zero tolerance for sexual harassment or bullying, ensuring gender balance in student leadership positions). ° Give examples of how the school is implementing these policies.
° Supportive structures for gender responsive pedagogy	° Is the type of furniture used in the school appropriate for girls and for boys? Are laboratory stools too high for girls wearing skirts? Are library shelves too high for students to access? Are desks too small? ° Does the school have an effective textbook management system to en- sure that both girls and boys beneﬁt equally? ° Is there a system for awarding excellence (academic and social)? How many boys and how many girls beneﬁted last year? ° What is the system for keeping track of the enrolment, retention and performance of boys and girls? ° What measures does the school have in place to ensure that girls have access to sanitary pads, especially the needy students? ° What safety and security measures are in place for students, especially at night? For girls and for boys?
ACTIVITY 4: Establishing a database to track students performance and welfare as well as the levels of gender responsiveness of all aspects of the school.
° Effective tracking of student access by gender	° How many girls and how many boys are there in each grade ?
° Effective tracking of student retention by gender	° How many girls and how many boys repeated a grade last year? ° How many boys and how many girls dropped out last year? ° How many girls dropped out of school due to early marriage in the last academic year?
° Effective tracking of student performance by gender	° Does the school have a gender-disaggregated database to track students’ performance for each subject and grade? ° What is the performance of the students by gender for every year and for each grade and in national examinations?
° Effective tracking of the personal welfare of students by gender	° Does the school have a gender dis-aggregated database to track students’ personal welfare? ° How many needy girls and needy boys have received bursaries? ° How many teenage pregnancies were there in the school in the last academic year? ° How many girls were made pregnant by teachers, students or community members in the last academic year? ° How many incidents of sexual harassment or violence (e.g., rape) were there in the school last academic year? Committed by teachers (men or women)? By students (boys and girls)? By community members (men or women)? ° How many cases of bullying were reported in the school in the past one year? ° How many HIV/AIDS infected students are there in the school? How many boys and how many girls?

° Effective tracking of teachers performance and welfare	° Does the school have a database for tracking teachers’ performance and welfare? ° How many male and how many female teachers are there in the school? ° How many teachers does the school have for each subject? How many women and how many men? ° What type of qualiﬁcation do these teachers have (certiﬁcate, diploma, 1st degree, 2nd degree, 3rd degree, other)? List by gender. ° How many teachers’ houses are there? How many are occupied by men and how many by women teachers?
° Effective tracking of the performance and welfare of non-teaching staff	° Does the school have a database for tracking the performance and welfare of non-teaching staff? ° How many male and how many female non-teaching staff are there in the school? ° How many non-teaching staff have been trained in gender issues?
ACTIVITY 5: Empowering girls with skills needed for selfconfidence, assertiveness, speaking out, decision making and negotiation in order for them to overcome gender-based constraints to their education.
° Girls empowered with skills in	° How many girls have undergone gender sensitization? ° How many girls have undergone empowerment training? ° Where and when did the training take place? ° How long was the training? ° Which organization organized the training? ° Is there a TUSEME Club in the school? ° What are the speciﬁc activities of the TUSEME Club? ° Do girls actively participate in class (leading group discussions, making presentations, leading science experiments and projects)? Give examples. ° Has the academic performance of the girls who have been empowered improved? In what ways? Give speciﬁc examples. ° What kind of systems have the girls put in place to support each other? ° How many girls occupy leadership positions in the school? Which positions? ° What action have girls taken to solve gender related problems on their own and with the school administration? ° How many cases have the girls reported of gender-related problems facing them in the school, such as sexual harassment, bullying? ° How many girls now feel conﬁdent to speak out in public (in class, debates, school baraza and other forums)? ° How many cases have there been where the girls have successfully negotiated to get out of a situation or obtain something they wanted within the school set up? ° How many girls are actively in assisting the school management to run the school (managing the library, maintaining discipline, raising funds for needy students)? ° How many cases of indiscipline have been reported amongst girls?
v Speaking out
v Decision making
v Negotiation
v Assertiveness
v Self-conﬁdence
v Leadership
° Improved academic performance of
girls

ACTIVITY 6: Empowering boys with skills needed to delink from gender oppressive attitudes and practices such as macho-ism, bullying and sexual affronts and to develop self confidence to accept gender equality positively.

° Boys empowered with skills to accept and support gender equality

° How many boys have undergone gender sensitization?

° How many boys have undergone gender empowerment training?

° Where and when did the training take place?

° How long was the training?

° Which organization organized the training?

° Are the boys members of the TUSEME Club in the school if there is one?

° What are the speciﬁc activities of the TUSEME Club are the boys engaged in?

° Do the boys hold leadership positions in these clubs?

° Which leadership positions do boys hold in the school?

° What do the boys think about the girls who are empowered?

° Are the boys aware of any gender-based constraints that could negatively affect the academic and social development of girls? Which ones?

° What kind of activities do the boys undertake to support the girls?

Watch the video below for more details on monitoring and evaluation

By the end of this unit, the teacher should be able to Demonstrate knowledge and skills on how to monitor and evaluate the gender responsiveness of the Articulate a plan for monitoring and evaluating a school’s gender

Why M&E Is Important

Search

Girls in STEM

About FAWE Elearning

Search

More Girls in STEM

STEM Elearning

LOGIN

GRP: Monitoring and Evaluation

By the end of this unit, the teacher should be able to Demonstrate knowledge and skills on how to monitor and evaluate the gender responsiveness of the Articulate a plan for monitoring and evaluating a school’s gender

Why M&E Is Important

Search

Girls in STEM

About FAWE Elearning

Search

More Girls in STEM