I. Background

The achievement of the Sustainable Development Goals (SDGs) requires transformative shifts, integrated approaches and innovative solutions, particularly when it comes to advancing gender equality and the empowerment of all women and girls. Gender equality is a global priority for UNESCO and inextricably linked to its efforts to promote the right to  education and support the achievement of the SDGs with specific reference to target 4.5. Through the Education 2030 Framework for Action, SDG 4 aims to ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ and SDG 5 to ‘Achieve gender equality and empower all women and girls. The Education 2030 Agenda recognizes that gender equality requires an approach that ensures that girls and boys, women and men not only gain access to and complete education cycles, but also are empowered equally in and through education.

Though the gender gap has been reduced in primary education in recent years in Zambia, gender disparities in the Zambian education sector remain deeply entrenched in terms of education access, learning environments, school completion rates and learning outcomes. Discrimination and inequalities are more acute in rural and marginalized areas where limited education resources are unevenly distributed with preference to males . Furthermore, there are significant gender and geographical disparities among learners in the learning outcomes primary and secondary school leaving students. Besides performance, it is also worth looking at the values transmitted through the textbooks and the pedagogical approach used by teachers and teacher educators in delivering lessons . Textbooks can perpetuate stereotypes by associating certain characteristics with groups. Inappropriate images and descriptions can make students from non-dominant backgrounds feel misrepresented, misunderstood, frustrated and alienated. Textbooks are powerful factors in construction of gender identities. They transmit knowledge and present social and gender norms, shaping the world view of children and young people. Gender norms and values not only shape attitudes and practices but also influence aspirations and dictate expected behaviors and attributes for men and women. In some contexts, textbooks are the first–and sometimes only–books a young person reads, and so can have a lasting impact on their perceptions. That means that, through textbooks, discriminatory norms and values can be challenged.

One of the pillars of the UNESCO’s CapED Programme in Zambia focuses on Gender Responsive Pedagogy (GRP) and gender transformative pedagogy which seeks to utilize all parts of an education system to transform stereotypes, attitudes, norms and practices by challenging power relations, rethinking gender norms and binaries, and raising critical consciousness about the root causes of inequality and systems of oppression .

This is also aimed at contributing more broadly to the realization of the UNESCO strategy for gender equality in and through education 2019-2025. Specially, in Zambia the objective is to equip teachers at all levels with adaptive skills and tools to deliver gender-responsive lessons that address the learning needs of both girls and boys in an inclusive class environment. On the other hand, UNESCO is part of the consortium of partners for the Facility for Action for Climate Empowerment to achieve the National Determined Contribution (FACE NDC) project, with a targeted work package aimed at strengthening formal education delivery to support climate change mitigation efforts and build resilience. UNESCO is leading implementation of all activities focusing on strengthening the mainstreaming of climate change education through the review of the national curriculum framework including development of training materials and capacity building for pre-service and in-service teachers with gender responsive pedagogy lenses using a blended approach and capacities to support the green transition.

Against this background, UNESCO has commissioned this study to review and assess the status of gender responsive pedagogy, climate change  education curriculum content, materials and pedagogical practices for pre-service teacher training in colleges of education in Zambia. The overall goal is to generate evidence that would help strengthen the cost-effective programmatic synergies of gender responsive practices and integration of climate change education for effective delivery pre-service teacher training in Colleges of Education in Zambian education sector.

II. Justification

Quality education and gender equality are increasingly recognized as essential to achieving sustainable development, ending poverty, effectively addressing issues of climate change and ensuring human rights around the world. At national level, governments throughout Africa are addressing gender disparities in education by adopting national gender policies, implementing legislative reforms and working to create more gender responsive schools, curriculum and gender sensitive learning environments. In Zambia, gender bias amongst teachers remains prevalent and is a significant barrier to achieving gender equality. Without proper training and “unlearning” gender-biased beliefs and behaviors, teachers continue to apply teaching methods that do not address the specific needs of girls and boys , draw upon gender-insensitive materials and reinforce gender stereotypes. There is a growing body of research evidence that underlines the critical role teachers and school leaders play in creating inclusive learning environments as well as the importance of a diverse teaching force in supporting the next generation to see beyond gender stereotypes and discriminatory norms, both in their classrooms and communities . Furthermore, evidence shows that schools that adopted gender responsive pedagogy in their teaching and school management practices, tend to experience improvement especially in girls’ retention and academic performance rates . Inclusive, gender-responsive learning environments require well-trained teachers who are aware of how their own attitudes and preconceptions about gender can affect their teaching. It also requires teachers who can take steps to prevent gender bias and gender-based discrimination in their teaching and in their classroom’s environment. This is also about challenging stereotypes, biased attitudes and beliefs and the promotion of equal educational pathways for both boys and girls. Further, inclusive gender responsive teaching and learning, requires teachers who are well supported in using different approaches and strategies to engage both girls and boys positively and effectively in lesson delivery. Ensuring teachers’ gender awareness helps learners to challenge stereotypes, respect each other, and contribute to closing the gender equality gap by reducing teaching and learning barriers which prevent equal engagement in learning. Despite concerted efforts by the Ministry of Education and partners in ensuring gender equality in education, many teachers and teacher educators lack necessary knowledge and competences required to create inclusive classroom environments where all learners at the school level can thrive and become critical and creative thinkers without gender bias. Equally, limited financial resources is a long-standing constraining factor towards the scaling up of GRP for in-service teachers. For this reason, a strategic decision was made for the CapED Programme to streamline available resources by equally mainstreaming GRP in pre-service teacher training curriculum in the Colleges of Education. This is viewed as a sustainable and cost-effective strategy which will ensure that all pre-service teachers gain relevant knowledge and pedagogical skills during pre-service training before joining the teaching workforce.

To maximize impact and increase efficiency in the use of available resources, UNESCO’s CapED programme identified the need for synergy with the FACE NDC project by ensuring that pre-service teacher training materials for gender responsive pedagogy will be rolled out simultaneously with the climate change  education modules with gender responsive pedagogy lenses using a blended approach to support climate mitigation, green transition and behavioral change issues targeting teacher education and student teachers. Through the FACE-NDC project, University of Zambia (UNZA) is already working with UNESCO and FAO to undertake a comprehensive baseline survey focusing on climate change education in schools and colleges of education focusing on (i) detailed institutional capacity needs assessment of relevant teacher training colleges; (ii) in-depth teacher educators’ and student teachers’ knowledge and pedagogical competency assessment; (iii) professional development and pedagogical competency capacity needs assessment of active teachers; and (iv) in-depth gap analysis of existing climate change education in the curriculum and training materials for teaching and learning for climate action and future green jobs skills. Findings will be triangulated with the planning and priority-setting exercise under Output 1 to inform the development of relevant pre-service curricular and training material and messages for the target beneficiaries.

To ensure a holistic and efficient delivery of pre-service teacher training programmes, a stand-alone module in gender responsive pedagogy will be developed, piloted and rolled to guide effective across the existing programmes in targeted collages of education. Therefore, the aim of this study is to review pre-service teacher training curriculum and assess the extent to which GRP elements are integrated and being delivered to student teachers in collages of education.

III. Purpose of the consultancy

Gender responsive pedagogy refers to teaching and learning processes which pay attention to the specific learning needs of girls and boys In practical terms, this means that ‘the learning materials, methodologies, content, learning activities, language use, classroom interaction, assessment and classroom set up are scrutinized to respond to specific needs of boys and girls in teaching-learning process’ . It also means using them critically and adapting them for teaching. However, the extent to which these aspects are intenerated in training programmes for the pre-service teachers training in Zambia is not established suffice to say there are existing gaps which needs to be fully examined.

Therefore, the purpose of this consultancy is to review the pre-service teacher training curricula by assessing the extent to which elements of gender responsive pedagogy are integrated and being delivered. Findings and recommendations will be used to develop a module to guide the integration of GRP across the existing pre-service teacher training programmes across the country. The module will be developed and validated with the involvement of key stakeholders to improve pedagogical content for pre-service teacher training. Specifically, this consultancy addresses the following objectives:

a)To review the pre-service teacher training curriculum by assessing the extent to which GRP is integrated, being delivered including how student teachers’ assessments are undertaken with gender responsive lenses in colleges of education .
b)To identify gaps and existing best practices in the integration of GRP in colleges of education and provide recommendations on how to strengthen such practices for improved pre-service teacher training outcomes
c)To assess and present the student teacher enrolment trends over the past 3-5 years from gender responsive lenses perspective in colleges of  education
d)To examine the level of knowledge, attitudes and pedagogical competencies teacher educators possess to deliver GRP content in the existing courses or modules.
e)To support the development, piloting ad validation of the of a toolkit or module for integration of GRP for pre-service teacher training

The consultant is expected to address these objectives comprehensively by ensuring that the review process covers all key aspects of gender responsive pedagogy such as human rights; understanding gender and sex; theoretical foundations of gender responsive pedagogy; equity and inclusivity and challenging gender stereotypes in colleges of education settings. The consultant will also cover aspects related to student centered and differentiates language of instruction; gender responsive schools and management systems; gender responsive pedagogy and learning; gender responsive and safe classroom environments; Issues to do with school related gender based violence (SRGBV), reflective practice and professional development by teacher educators and stakeholder engagement and advocacy; including designing, monitoring and evaluation of gender responsive pedagogy activities in schools and collages of education

1.1 Specific tasks
Under the framework of the UNESCO Programme Capacity Development for Education (CapED) in Zambia, under the overall authority of the Director of the UNESCO Regional Office Southern Africa (ROSA) with direct supervision of the Chief of Section for Education UNESCO ROSA, Harare, through the National CapED Coordinator based in Lusaka, the individual consultant will be required to address the above specific objectives by executing the following specific tasks. And to do all the tasks below, it would be useful for the consultant to have access to the education sector analysis – in particular on gender equality in general, but also on textbooks/pedagogy

Task #1: Review the pre-service teacher training curriculum by assessing the extent to which GRP is integrated and being delivered using existing UNESCO tools and guidelines . Tasks under this objective include the following;
i. Develop and lead the review of the data collection tools, relevant materials and presentations to facilitate the desk review and data collection at national level and in the colleges of education with specific focus on GRP
ii. Review the key teacher training reports, curriculum documents, teacher education policy and other MoE documents related to teachers and training
iii. Analyse relevant documents from the colleges of education with specific focus on the current pre-service training programme/modules for ECE, primary and secondary level pre-service teacher training curriculum to identify gaps in the content, relevant strengths, pedagogies and areas for consideration in developing GRP modules
iv. Consult Ministry staff working on gender equality and pre-service teacher education subject experts at national level and colleges of education and document for insights and experiences on the status of GRP and climate change education content for pre-service teacher training in colleges of education across the country.
v. Identify innovative mechanisms for strengthening pre-service curricula content gender responsive pedagogy lenses using a blended approach and capacities to support climate mitigation, green transition and behavioral change issues targeting teacher education and student teachers. This will require an analysis of the ICT infrastructure, teachers’ digital skills, teacher educator skills, digital tools available digital learning management systems etc.

Task #2: To examine the level of knowledge, attitudes and pedagogical competencies teacher educators possess to deliver GRP content through the existing courses or modules. Tasks under this objective include the following;
i. Collect baseline data of teacher educators in colleges of  education who report to deliver their pre-service teacher training modules with gender responsive pedagogy lenses
ii. Assess human capacity (teacher educators) pedagogical needs of relevant colleges of education to delivery gender responsive pedagogy content for pre-service teacher training
iii. Map out teacher educators’ level of subject content knowledge, pedagogical skills and further suggest areas for improvement to ensure effective delivery GRP content outlined in the pre-service teacher training circular or modules
iv. Identify professional development and pedagogical competency capacity needs assessment in GRP of active teacher educators and propose areas that require improvement to improve pre-service teacher training outcomes
v. Assess teacher educators’ motivational competence to choose and engage to engage or deliver GRP content and ability to plan and organise GRP activities that support long-term and regular physical activity
vi. Identify and document pedagogical practices or methods teacher educators apply to ensure effective delivery of gender responsive content that consider specific learning needs of female and male student teachers in colleges of education
vii. Analyse or assess knowledge, skills and behavioural outcomes related to gender responsive pedagogy (including, teachers who report being better in teaching with a gender responsive pedagogy lens).

Task #3: To analyse gaps and existing best practices in the integration of GRP in colleges of education and schools and provide recommendations on how to strengthen such practices for improved pre-service teacher training outcomes in Zambia. The following are the specific tasks:

i. Conduct in-depth gap analysis of existing gender responsive pedagogy content in the curriculum and training materials for pre-service teacher training.
ii. Evaluate the extent to which standard teaching methods and learning materials in schools (Grade 4-Grade 12) and collages of education tend are free of and/or challenge gender stereotypes
iii. Assess the extent to which available curricular materials contribute to the construction of beliefs and values in student teachers about gender norms, vocational choices and future opportunities.
iv. Identify common gender stereotypes in teaching and learning materials and further support the development of gender responsive teaching and learning materials for pre-service teacher training.
v. Assess the extent to which teaching and learning materials for pre-service teacher training reflect local contexts to transform gender biased messages in existing teaching and learning materials.
vi. Evaluate the extent to which existing curricula, textbooks and other learning materials cover the core competencies for pre-service teacher training across all levels
vii. Assess the extent to which existing curricula, textbooks and supplementary materials are gender responsive, recognize diversity, prevent discrimination and promote respect for all student in pre-service teacher training.

Task #4: To validate findings and further support the development and validation of the training materials/modules including initial piloting in the targeted colleges of education. The following are the specific tasks:
i. Support planning of the meetings and execute any other tasks such as developing the agenda and minutes for the technical workshops/meetings as needed to ensure effective review and identification of key issues related to the review of GRP practices in colleges of education
ii. Develop and present the study report on the status of gender responsive pedagogy, curricular materials and pedagogical practices for pre-service teacher training in colleges of  education in Zambia
iii. Support the facilitation of the stakeholder workshop to validate the draft report with the involvement of key officials from MoE and key stakeholders including principals from colleges of education
iv. Revise/consolidate the draft report based on the feedback provided by key stakeholders during the validation workshop
v. Develop and support the review and validation a training module to guide teacher educators on how to effectively deliver gender responsive pedagogy for in-service teacher training in collages of education in the country
vi. Develop the detailed power presentation and support the piloting of the developed training module targeting principles and teacher educators from targeted colleges of education

IV. Qualifications, work experience and desired skills

Specifically, the individual national consultant is expected to be a dynamic education expert and able to meet the following aspects of the selection criteria:
i. Minimum of master’s degree in education with strong bias in teacher education and curriculum development, gender or related field.
ii. Demonstrate adequate technical capacity to complete the assignment on time as will be prescribed in the contract.
iii. Minimum of 7 years practical work experience in capacity development for teachers in the gender equality and gender mainstreaming, gender responsive pedagogy in education – formal training in gender analysis and gender planning and demonstrated expertise in mainstreaming gender in pre and in service teacher training.
iv. Demonstrated work experience in executing educational research, development of education sector policies and frameworks and policies, conceptualizing, designing, or managing projects in education, particularly in teacher education.
v. Good understanding of the education issues in the Zambia sector landscape specifically on teacher education, curriculum development and teaching pedagogies.
vi. Demonstrate sound understanding and application of policy concepts such as gender and human rights; gender responsive schools and management systems; gender responsive pedagogy & learning; gender responsive and safe classroom environments; engaging stakeholders and advocacy; designing, monitoring and evaluation of gender responsive pedagogy activities in schools among other aspects
vii. Proven experience and ability to communicate, negotiate and work closely with the government counterparts, education partners and teacher educators in collages on education
viii. Proof of experience in collecting data in collages of education and good knowledge of the associated practical and ethical considerations.
ix. Experience with using electronic data collection tools and strong experience in data analysis using statistical techniques, formulas, and calculations to help draw inferences and conclusions.
x. Excellent communication and facilitation skills. Good analytical and report writing skills backed by knowledge and experience in the applications and use of applications such as STATA and SPSS.
xi. Previous consultancy work experience with UNESCO or another UN institution, or any other
xii. Ability to devote sufficient time towards meeting the deadlines of the assignment.

V. Timeline and expected deliverables

In line with the purpose and above specifics tasks, the individual consultant will be expected to submit the following deliverables. The contract will be valid for 36 working days between with effect from 15th September 2024 and 31st December 2024. Guided by the 4 main tasks outlined above, the following are the expected key deliverables and timelines:

i. Submission of the (inception report) with a detailed methodology, key deliverables and timelines including data collection tools by 15 October 2024
ii. Submission of the full draft report on the status of gender responsive pedagogy curriculum content, teacher educators’ pedagogical knowledge, competences and practices including training materials for pre-service teacher training in colleges of  education in Zambia by 20th November 2024.
iii. Submission of the revised/final report with feedback provided by key stakeholders during the validation workshop fully incorporated by 30th November 2024.
iv. Submission of a validated training module to guide teacher educators on how to effectively deliver gender responsive pedagogy for in-service teacher training in collages of education in the country by 31 December 2024. This will include submission of a well-structured power presentation to support piloting of gender responsive pedagogy targeting principles and teacher educators in targeted colleges of education

VI. Contract Management

The consultant’s final accountability will be with UNESCO. Under the overall supervision by the Chief of Education Section at UNESCO’s Regional Office for southern Africa (ROSA) in Harare, with direct supervision by the CapED National Coordinator based in Lusaka, the individual consultant will work in close collaboration with the CapED Team and the Teacher Development Section at HQ in Paris and UNESCO’s International Institute for Capacity Building in Africa (IICBA). The consultant will also work closely with MoE particularly officials from the Directorate of Teacher Education and Specialized Services, Directorate of Curriculum Development Center, and other key stakeholders as necessary.

VII. Deadline for submission of application

Interested persons/consultants may submit their application letter (demonstrating how the meet the outlined selection criteria) with updated CVs to UNESCO using the following email addresses: b.samu@unesco.org and k.mwila@unesco.org by 30th September 2024.