The number of girls in schools in Ethiopia is declining, especially in the Somali and Harari Regions. Understanding the barriers to girls accessing – and remaining in – education is important.
This research was conducted in 19 primary schools in Ethiopia to understand teachers’ and school leaders’ knowledge of gender-responsive inclusive education and to make recommendations for education policy and practice. A lack of awareness, as well as poor communication and implementation of the Gender Strategy for Education, is one of the key issues highlighted in the research. The recommendations include strengthening Regional Education Bureaus (REBs) to deliver gender training and monitor its implementation, creating and enforcing school policies and codes of conduct, and providing both pre-service and in-service training on gender equality.
Key recommendations:
- Putting school-related gender policies into practice.
- Supporting school leadership and teachers.
- Promoting gender responsive inclusive pedagogy.
- Improving school environments for all students.
- Parental and community engagement.
- Further research and monitoring change.
Citation:
CRADLE Training and Research Center. (2024). Insight Piece: Status of Gender Responsive Inclusive School Practices in Ethiopian Primary Schools with focus on Girls’ Education. British Council. https://doi.org/10.57884/AQMV-GX65