Gender and teacher pedagogical practices in schools in Nairobi Informal settlements and Kilifi County, Kenya

Abstract Kenya introduced free primary education in the year 2003 and this led to unprecedented increase in the number of children accessing basic education. Nevertheless, evidence from large scale standardised assessment... [ view full abstract ]

Abstract
Kenya introduced free primary education in the year 2003 and this led to unprecedented increase in the number of children accessing basic education. Nevertheless, evidence from large scale standardised assessment reports indicate that majority of the primary school pupils are not learning at their expected levels. Over time, research in quality education has mainly focused on teacher qualification. However, knowledge alone may not necessarily translate into improved learning outcomes. This paper discusses teachers’ pedagogical practices in the classroom and their implications on girls’ learning outcomes. The paper is based on qualitative case studies of selected schools in Nairobi and Kilifi counties in Kenya. A total of six primary schools; four in Nairobi informal settlements and two from Kilifi (representing the arid and semi- arid lands) participated in the study. A sample of 191 informants including 158 children and 31 adults were interviewed individually or in groups. The study utilised observations, interviews, FGDs, and mapping methods to generate data. The study findings indicated that: teachers engaged more boys than girls in the learning processes; they grouped learners according to their abilities and most of those falling in the poor performing categories were overage girls; and some teachers humiliated girls in class through the use of derogatory terms. The study concluded that gender-biased pedagogical practices marginalised girls further hence limiting their chances of acquiring quality education for sustainable development. From the study findings, it was recommended that teachers should be trained on gender responsive pedagogy.