Shaping Inclusive Futures: Gender-Responsive Practices in Pre-Primary Teacher Training in Tanzania and Uganda

Abstract

This study delves into the transformative impact of gender-responsive practices at Teacher Colleges in two East African countries, Tanzania and Uganda. The study, framed within the Foundation for Learning Project initiative, utilized strategies such as gender clubs, visual advocacy, rule reviews, and technology utilization. The study's latter sections analyze the methods used, the findings that were noticed, and the new problems that are arising to provide a more complex picture of how gender-responsive practices affect pre-primary education in these kinds of institutions. Results showcased stakeholders’ profound commitment to gender responsiveness in teaching, infrastructure, and communication. It explores the larger picture of why gender responsiveness in pedagogy matters, emphasizing the role of early childhood education as the cornerstone for cultivating behaviors and mindsets that advance gender equality.