Gender Responsive Pedagogy Awareness and Practices
A Case Study of a Higher Secondary School under Thimphu Thromde, Bhutan
The discussion on gender in education is not new in Bhutan. The policies, program and political will for years aimed to achieve gender equality. Despite numerous program, strategies and policies in various forms, there is less studies done to examine its effectiveness. The main aim of this study was to find out how teachers are aware and adopt gender responsive pedagogy in their day to day teaching learning process. This study was carried out in one higher secondary school under Thimphu Thromde with mixed method by adopting non-probability convenient sampling techniques. Data was collected through test, observation and face to face interview with teachers. SPSS version 22 was used to analyze test score via mean, standard deviation and one sample t-test. The findings revealed that teachers do not know much on gender and gender responsive pedagogy. There was also less attention paid to language use, class room set up, classroom interactions and use of text books. This study recommended the Royal University of Bhutan, Ministry of Education, Royal Education Council and school to conduct professional development, training and sensitize all education stakeholders on gender responsive school and pedagogy. The Ministry of Education and schools should carry out capacity development for teachers and education officials to enable them to adopt gender responsive skills in their day to day teaching learning process and to promote positive mind set on gender equity with a bottom up approach.
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