Transforming STEM Through Gender-Responsive Teaching

Across Africa, countries are reforming their education systems to align with global ambitions for quality, equitable learning. In Kenya, teachers and school leaders have played a central role in the transition from the 8-4-4 system to Competency-Based Education, introduced in 2017. This shift places greater emphasis on nurturing learners' talents, skills, character, and psychosocial development, moving beyond rote learning, which characterised the previous system. 

It also introduced three academic pathways for learners moving from Junior to Senior School: Science, Technology, Engineering and Mathematics (STEM), Social Sciences, and Arts and Sports Science, all designed to align learners' strengths with their future aspirations while advancing progress towards United Nations Sustainable Development Goal 4 to ensure inclusive and equitable quality education and lifelong learning opportunities for all.

Competency-based education career pathways are designed to foster specialised skills and direct preparation of learners for higher education and the workforce, based on their academic interest, natural talents and unique abilities, regardless of gender. However, due to gendered societal norms, misconceptions and biases, boys and girls don’t always get the support they need to pursue their dream careers. STEM, for example, which has an enrolment of 60% of Kenyan learners, continues to be misconceived as a boys’ domain, while the Arts, considered softer, are more often associated with girls. Subsequently, different studies have revealed a general underrepresentation of females in STEM disciplines, which can be attributed to various individual and institutional factors experienced by girls from a young age. These include teachers’ gendered perspectives and practices, use of teaching materials, and instructional methods, which play a significant role in female students’ interest, entry and participation in STEM. 

These disparities often extend into adulthood, where the underrepresentation of women in STEM contributes to occupational segregation and persistent gender pay gaps. Closing the gender gap in STEM is therefore critical for leveraging the economic and social prosperity of countries since women constitute more than half of the global population, and further, to enhance inclusive economic growth.

Teachers play a significant role in promoting gender equality and fostering inclusive learning environments. Through their daily interactions with learners, they shape participation, classroom dynamics and experiential activities. However, they may also bring unconscious biases, stereotypes, and gender norms that can influence how they engage with and support different learners. 

They therefore need to be supported to address biases, employ inclusive practices, and create equitable classrooms, especially in early years. This is particularly important given that the gender gap in STEM participation widens in lower secondary education (Junior School, catering for 12 to 14year olds), posing challenges in engaging students in STEM beyond age 13 when career aspirations are typically shaped. It is also necessary for them to assess their gender-related attitudes and interactions especially in STEM fields, underscoring the need for training in gender-responsive/ gender-transformative pedagogy (used interchangeably at VVOB).

While STEM teacher professional development is key in Kenya, existing policies often emphasise content knowledge over pedagogical approaches that address gender bias, leaving a critical gap in gender-responsive STEM teaching, particularly at the Junior School level. To respond, VVOB in Kenya and Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) have partnered in a pilot project to equip teachers with the knowledge, skills and tools to create inclusive STEM classrooms. Through the app-based Teacher Professional Development course, “Enhancing Gender-Responsive Pedagogy and Assessment in STEM For Junior School Through Blended Learning” nearly 500 teachers across Nyandarua, Vihiga, Uasin Gishu and Tharaka Nithi counties will strengthen their practice and enhance STEM learning outcomes through improved lesson planning, engaging teaching strategies, peer learning and self-reflection.

Delivered through the CEMASTEA eLearning App, the 120-hour course combines face-to-face sessions, self-paced online learning, and extended practice. Teachers will receive ongoing support through virtual check-ins after each unit, monitoring visits, and peer exchange. This blended approach offers flexibility, encourages collaboration, and helps teachers integrate digital tools effectively into their classrooms.

Speaking during the teacher onboarding on 16 April, Uasin Gishu County Quality Assurance and Standards Officer, Mr. Moses Miogo, urged participating teachers to seize every opportunity to strengthen their skills, create inclusive classrooms, and inspire learners toward future STEM careers in line with the aspirations of Competency-Based Education.

“Teacher professional development in STEM is a key priority under the Ministry of Education's National Education Sector Strategic Plan 2023-2027. You must be well prepared to nurture every learner’s potential in STEM,” he said. 

He also encouraged teachers to embrace peer learning and Communities of Practice, noting that sustained collaboration is essential for effective implementation of competency-based education. Mr. Miogo commended the partnership between VVOB and CEMASTEA and expressed confidence in the county's role in successfully delivering the pilot.

On her part, Jane Maweu, VVOB in Kenya Project Coordinator recognised the fundamental role of the Regional Teachers Initiative for Africa (RTIA) in delivering quality education and under which the pilot project is being implemented. RTIA supports national systems to strengthen teacher training on gender-responsive pedagogy and career guidance across Kenya, Ghana and South Africa. 

The onboarding was preceded by an induction for Heads of Institutions and a County Leadership briefing, both critical in preparing schools for successful implementation of the project and reinforcing the role of education leaders in sustaining impact and improving access to quality education for all learners.

The Enhancing Gender-Responsive Pedagogy and Assessment in STEM for Junior School through Blended Learning course is expected to generate evidence and practical insights on effective gender-responsive teaching. Therefore, the rallying call by CEMASTEA and VVOB officials throughout the onboarding sessions was for the teachers in the pilot project to be champions for meaningful and lasting change as the project grows.

Read more on gender-responsive pedagogy