Conceptual Framework for Teacher Professional Development for Gender-Responsive Pedagogy (TPD for GRP) in Sub-Saharan Africa

Teacher Professional Development for Gender-Responsive Pedagogy is an emerging need across Africa. The Conceptual Framework for Teacher Professional Development for Gender-Responsive Pedagogy (TPD for GRP) in Sub-Saharan Africa is therefore a guiding document that seeks to create a harmonised understanding and application of effective Teacher Professional Development for Gender-Responsive Pedagogy across Sub-Saharan Africa.

The Conceptual Framework provides a clear competency framework to tailor teacher professional development, enabling teachers to effectively apply gender-responsive pedagogy and classroom practices that equip learners with gender life skills for effective learning and equitable futures. 

Grounded in findings from a Regional Evidence Review on Teacher Professional Development for Gender-Responsive Pedagogy in Sub-Saharan Africa, the framework recognises that teaching and learning are shaped by interconnected systems operating at classroom, school, community, and policy levels. It is intended to serve as a practical and strategic resource for policymakers, teacher educators, programme and curriculum designers, researchers, and implementing partners seeking to strengthen and scale TPD for GRP across the region.