A POLICY INTERVENTION FRAMEWORK FOR PROMOTING GENDER-SENSITIVE TEACHING PRACTICES IN BASIC EDUCATION

Research Policy

This study aimed to develop a policy intervention framework designed to enhance gender-sensitive teaching practices in basic education, specifically in the Matalam South District. Rooted in the recognition that equitable and inclusive learning environments are essential for holistic student development, the framework proposes a comprehensive set of strategies targeting instructional design, teacher development, curriculum enhancement, classroom monitoring, student engagement, and stakeholder involvement. Through qualitative analysis and policy mapping, the study identified key gaps in existing practices and recommended interventions such as the institutionalization of gender-sensitive standards, mandatory teacher training, integration of inclusive curriculum content, regular classroom audits, recognition systems for best practices, and student-led gender initiatives. The framework aims to embed gender equity into the educational culture by empowering educators, encouraging student voice, and promoting systemic accountability. The findings of this study contribute to the growing discourse on inclusive education and offer actionable solutions for promoting gender responsiveness in classrooms across diverse sociocultural contexts.

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