Project profile — Gender-Responsive Education and Transformation

• Mozambique (33.00%)
• Ghana (34.00%)
• Rwanda (33.00%)

• Education, Level Unspecified: Teacher training (11130) (40.00%)
• Primary education:
Primary education (11220) (30.00%)
Basic life skills for youth (11231) (10.00%)
Early childhood education (11240) (20.00%)

• Gender equality (significant objective)
• Environmental sustainability (cross-cutting) (significant objective)
• Participatory development and good governance (not targeted)
• Trade development (not targeted)
• Biodiversity (not targeted)
• Climate change mitigation (not targeted)
• Climate Change Adaptation (not targeted)
• Urban issues (not targeted)
• Desertification (not targeted)
• Children's issues (principal objective)
• Youth Issues (significant objective)
• Indigenous Issues (not targeted)
• Disability (not targeted)
• ICT as a tool for development (not targeted)

The project aims to improve equal learning outcomes for girls and boys at the primary school level in Ghana, Mozambique and Rwanda. Project activities include: (1) integrating gender-responsive play-based learning into teaching practices; (2) engaging parents and caregivers in addressing the gender-specific learning needs of girls and boys, including at-risk children; and (3) increasing the integration of gender-responsive play-based learning techniques in teacher training (pre-service and in-service). Project beneficiaries include 221,486 children (of which 109,057 are girls), 23,228 teachers (of which 1,682 are women), and 744,974 community members, including mothers, fathers and caregivers in all three countries. The project also supports “Play Your Part”, an initiative that aims to reach more than 50,000 students aged 8-14 years, in 200 schools across Canada every year. The project builds on the achievements and lessons learned from Right To Play’s project “Play for Advancement of Quality Education” (project number D000893001), an eight country, two-and-a-half-year (2015-2017) initiative.

The expected outcomes for this project include: (1) increased integration of gender-responsive play-based learning by teachers into teaching practice; (2) increased engagement of parents and caregivers in addressing gender-specific learning needs of girls and boys, including at-risk children; and (3) increased integration of gender-responsive play-based learning in teacher training (in-service and pre-service).

Results achieved as of the end of the project (March 2023) include: InGhana: (1) teachers increased their use of gender-responsive play-based learning methods from 40% men and 39% women baselines to 94% and 97%, respectively; (2) 75% of men and 71% of women parents and caregivers report being aware of the gender-specific learning needs of girls and boys; and (3) the project helped district and national officials in providing more gender-responsive play-based learning (GRPBL) coaching and mentoring to teachers, as 42% to 88% of men teachers and 45% to 79% of women teachers reported receiving more support; in Mozambique: (1) child-centered learning in classrooms increased from 47% to 95% in men teachers and 63% to 93% in women teachers; (2) increased use of GRPBL by teachers increased from 20% for men and women teachers to 71% men and 69% women teachers; and (3) now 76% of head teachers reject the use of corporal punishment in schools; in Rwanda (1) child-centered learning in classrooms increased from 25% to 57% in men teachers and 31% to 60% women teachers; (2) increased use of GRPBL by teachers from 10% for men and women teachers to 71% men and 81% women teachers; and (3) 90% of men and 88% of women parents and caregivers report being aware of the gender-specific learning needs of girls and boys.

• Proactive disclosure