Zimbabwe has made strong commitments to gender equality in education through constitutional provisions, the amended Education Act of 2020, the National Gender Policy of 2025, and the adoption of Gender Responsive Education Sector Planning. Despite this, exclusion remains acute, with girls disproportionately dropping out due to pregnancy, early marriage, and socioeconomic pressures, while boys face constraints linked to early entry into the labor market and disengagement from literacy subjects. These challenges highlight the need to move beyond policy frameworks to practical gender-responsive classroom strategies that address the lived realities of learners. Teachers are central to this transformation, yet most lack systematic training in gender responsive pedagogy. With over 70% of Zimbabwe’s 153,000 teachers based in rural schools, shortages of resources, high pupil-teacher ratios, and attrition exacerbate inequities. While frameworks such as the Continuous Professional Development Framework of 2020 and the draft Teaching Profession Council Bill provide enabling structures, implementation has been uneven and largely donor-driven.
This study employed a mixed methods approach, engaging 189 teachers, 18 school leaders, 29 parent groups, and six pupil groups across nine districts through surveys, interviews, and focus group discussions. Quantitative analysis assessed correlations between training and teacher understanding, while qualitative insights explored classroom practices and systemic enablers or barriers to advancing gender-responsive pedagogies. Findings reveal that structure and continuous training in gender-responsive pedagogy are the key differentiators: 93% of trained teachers demonstrated operational understanding of GRP, reported applying strategies such as gender-neutral language, equitable task allocation in class, and inclusive learning environments. In contrast, untrained teachers in GRP often held conceptual or incomplete understandings of gender-responsive pedagogy, relying on traditional methods and lacking confidence to challenge stereotypes. Systemic barriers, including fragmented funding, limited materials, and limited institutional ownership, further constrained consistent application.
Recommendations emphasize embedding GRP modules in pre-service teacher training programs, scaling structured in-service training through continuous professional development, strengthening mentorship and
coaching of in-service teachers, ensuring inclusive curricular materials, and mobilizing communities to support gender equity. Addressing structural, relational, and mindset levels simultaneously is essential to transform classrooms into genuinely inclusive spaces that empower all learners.
