The impact of Gender-Responsive Pedagogy and the role of the parent teacher committees in Early Childhood Education in Zambia (2021)

The Gender-Responsive Pedagogy for Early Childhood Education (GRP4ECE) study was a pilot intervention study, which was conducted in Chibombo district. The study focused mainly on Early Childhood Education (ECE) teachers. Over a period of 6 months, 3 phases of data collection were conducted: the baseline, midline and end-line. Interventions were implemented at two main points: after the baseline observation and after the midline observation. This report presents results for the entire study, it compares baseline, midline and end-line results.

The main objectives of this research were: (1) to measure the impact of the GRP4ECE related capacity building interventions on the knowledge, attitudes, and teaching/leadership practice of ECE teachers and school leaders; and (2) to gather data on the role and functioning of the Parent Teacher Association (PTA). 

This report is the result of a collaboration between VVOB and Centre for the Promotion of Literacy in Sub-Saharan Africa (CAPOLSA, University of Zambia), with valued involvement and support from the Forum for African Women Educationalists Zambia throughout.